Transformative Learning for Degrowth: connectedness, body and ecology

In the peak times of our modern growth ontologies and worldviews the urge for alternative imaginaries becomes stronger (D'Alisa, Demari & Kallis, 2015). Education and Learning is a key to create new imaginaries towards a good life for all. This needs an education that promotes connectedness and empathy towards all living. Rosa (2016) highlights the importance of the relations and connections we have with the world and our need for resonance. 

As Joanna Macy (1998) describes, many crises (ecological, social, and economic) are connected to the lost awareness of our place in the world and the feeling of detachment from the world and others. Arne Naess (1995) views, from a deep ecology perspective, transformative processes of self-realization as processes that not only connect us with our own nature but with nature at large. The approach of Transformative Learning is concerned about deep shifts in thoughts, feelings, actions and the ecological consciousness of ourselves, ourrelationships with other living beings and the world as a whole (O’Sullivan & Taylor, 2004).

I present a qualitative research/ case study of the Heroine /Hero’sjourney and its potential for Transformative Learning processes fostering connectedness, body awareness and ecological consciousness.