Plant Blindness and Sustainability

Autor/inn/en	Thomas, Howard; Ougham, Helen; Sanders, Dawn
Titel	Plant Blindness and Sustainability
Quelle	In: International Journal of Sustainability in Higher Education, 23 (2022) 1, S.41-57 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1467-6370
DOI	10.1108/IJSHE-09-2020-0335
Schlagwörter	Plants (Botany); Conservation (Environment); Sustainability; Interdisciplinary Approach; Biology; Science Education; Socioeconomic Influences; Physiology; Psychology; Cultural Differences; Global Approach; Industrialization; Urbanization; Ecology; Environmental Education + Suchen Sie Ihr Suchwort? Pflanze; Conservation; Environment; Konservierung; Bewahung; Umwelt; Nachhaltigkeit; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Biologie; Naturwissenschaftliche Bildung; Sozioökonomischer Faktor; Physiologie; Psychologie; Kultureller Unterschied; Globales Denken; Industrialisation; Industrialisierung; Urbanisation; Urbanisierung; Ökologie; Umweltbildung; Umwelterziehung; Umweltpädagogik
Abstract	Purpose: The present paper aims to examine the concept of "plant blindness" in the context of current sustainability debates. "Plant blindness" was the term introduced in 1999 by the botanists and educators James H Wandersee and Elisabeth E Schussler to describe what they saw as a pervasive insensitivity to the green environment and a general neglect of plants on the part of biology education. Design/methodology/approach: The fundamental importance of plants for life on Earth and the socio-educational challenges of redacted awareness of this importance are considered. Also, the diverse physiological, psychological, philosophical, cultural and geopolitical origins and consequences of indifference to plants in relation to aspects of sustainability agendas are examined with special reference to education. Findings: An examination of the outcomes of a range of research and practical initiatives reveals how multidisciplinary approaches to education and public engagement have the potential to address the challenge of "plant blindness". The need for these opportunities to be reflected in curriculums is not widely appreciated, and the socio-economic forces of resistance to confronting plant neglect continue to be formidable. Originality/value: Plant blindness is a relatively new field of research, and the full breadth of its implications are only gradually becoming apparent. If the present paper contributes to positioning plants as an essential element in sustainability education and practice, it will have met its objective. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01