Transformative learning for a sustainable and healthy future through ecosystem approaches to health: insights from 15 years of co-designed ecohealth teaching and learning experiences

• Autores: Webb, Jena, Raez-Villanueva, Sergio, Carrière, Paul D., Beauchamp, Audrey Anne, Bell, Isaac, Day, Angela, Elton, Sarah, Feagan, Mathieu, Giacinti, Jolene, Kabemba Lukusa, Jean Paul, Kingsbury, Celia, Torres-Slimming, Paola A., Bunch, Martin, Clow, Katie, Gislason, Maya K., Parkes, Margot W., Jane Parmley, E., Poland, Blake, Vaillancourt, Cathy
• Formato: artículo
• Fecha de Publicación: 2023
• Institución: Universidad Peruana de Ciencias Aplicadas
• Repositorio: UPC-Institucional
• Lenguaje: inglés
• OAI Identifier: oai:repositorioacademico.upc.edu.pe:10757/667727
• Enlace del recurso: http://hdl.handle.net/10757/667727
• Nivel de acceso: acceso abierto
• Materia: Land-based learning; Transdisciplinary approach; Learner-centered; Transformative learning; Head, Hands, and Heart learning; Cognitive, psychomotor, affective learning; Structural changes; Decolonization; Reciprocal relationships; Indigenous knowledge; Teaching techniques; Participatory approaches; Pedagogy; Community of Practice; Planetary health; Health-ecosystem interactions; Scholarship; Collaboration; Pedagogical expertise; Ecohealth teaching; Planetary health education

This paper presents insights from the work of the Canadian Community of Practice in Ecosystem Approaches to Health (CoPEH-Canada) and 15 years (2008–2022) of land-based, transdisciplinary, learner-centred, transformative learning and training. We have oriented our learning approaches to Head, Hands, and Heart, which symbolise cognitive, psychomotor, and affective learning, respectively. Psychomotor and affective learning are necessary to grapple with and enact far-reaching structural changes (eg, decolonisation) needed to rekindle healthier, reciprocal relationships with nature and each other. We acknowledge that these approaches have been long understood by Indigenous colleagues and communities. We have developed a suite of teaching techniques and resources through an iterative and evolving pedagogy based on participatory approaches and operating reciprocal, research-pedagogical cycles; integrated different approaches and ways of knowing into our pedagogy; and built a networked Community of Practice for continued learning. Planetary health has become a dominant framing for health-ecosystem interactions. This Viewpoint underscores the depth of existing scholarship, collaboration, and pedagogical expertise in ecohealth teaching and learning that can inform planetary health education approaches.