UDTR Global Rights of Nature Radar

Interconnecting Knowledges: A Transformative Environmental Education Through the Dialogue Between Sciences and Culture

Identification

Public canonical key

doi:10.20944/preprints202505.0410.v1

Authors

Maria Angélica Mejía-Cáceres

Reported year

2025

Reported language

en

Source type

preprint

First detected

2026-11-09T19:15:44.500363+00:00

Last metadata observation

2026-11-09T19:17:30.996029+00:00

Last HTTP verification

Not checked

Institutions reported by the source

Learning Planet Institute · Université Paris Cité

Documentary abstract — original language

This study explores the convergence between science education and environmental education through the lens of planetary health, proposing a paradigmatic shift from positivist understand-ings of science toward a sociocultural, ethical, and poetic perspective of knowledge. Utilizing a deductive, two-phase content analysis of seven foundational texts, we examine how planetary health discourse frames science, knowledge, and education. In the first phase, we analyze episte-mological dimensions—such as the conception of science, knowledge systems, and communica-tion—while the second phase identifies practical strategies for fostering transformative educa-tion. Our findings highlight a transition away from fragmented, technocratic models toward transdisciplinary, decolonial, and narrative-based approaches that emphasize knowledge co-production, emotional engagement, and community participation. To address persistent im-plementation gaps—such as limited policy integration and data interoperability—we propose an expanded set of educational principles grounded in planetary health. These principles promote epistemic plurality, place-based identity, environmental ethics, and intergenerational responsi-bility. Drawing from environmental humanities and critical pedagogy, the study also values mythical, symbolic, and cultural forms of knowledge alongside scientific and technical ones. This work reinterprets and expands the original proposal from Science, Culture, and Environmental Education: A Proposal for Educators, situating it within the contemporary planetary health frame-work to support socio-ecological resilience and transformative learning.

Identifiers

OPENALEX

W4410146224

DOI

10.20944/preprints202505.0410.v1

Documentary context

Documentary family

Working paper

Source-reported types

preprint

Entity mentions are not evidence of legal recognition. Jurisdiction studied is separate from author affiliation country.

Sources

OpenAlex · Record 1 · Record 2

• DOI · https://doi.org/10.20944/preprints202505.0410.v1
• OpenAlex · https://openalex.org/W4410146224

Documented bibliographic relations

Source-declared references and links; they do not establish legal support or UGLC qualification. Up to 20 outgoing references are displayed.

• openalex:w1963395740 · CITES
• openalex:w2799317763 · CITES
• Navigating fundamental tensions towards a decolonial relational vision of planetary health · CITES
• openalex:w4313598086 · CITES
• openalex:w4322763903 · CITES
• openalex:w4380626922 · CITES
• openalex:w4400364424 · CITES
• openalex:w4405494926 · CITES

0 incoming references within the detected corpus

Documentary status

Relevance pending

Library

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