Background

If a sustainability-oriented transformation of our society, politics and economy is to succeed, a sufficiently large number of people must have the necessary value structure and willingness to act. Especially when it comes to nature and species protection, this means that people must view these goods as valuable and worth protecting and, to a limited extent, must place them above purely egoistic self-interests. To be able to do this, people need a feeling of connection with nature. How one can restore such a connection with nature in a time of increasing alienation from nature? - this question provides the larger background for the research projects presented here.

A second approach to the research subject emerged through work on the development of a “General Ecologicum” course for all students at the Charlotte Fresenius Private University for Sustainability but also on the development of an effective executive education that attempts to further qualify managers for a successful corporate sustainability transformation. Here, too, the challenge arises of anchoring the foundations for sustainable persistence and a set of values that well support sustainable transformation in the training content and methods. How can you train graduates to be permanently motivated, effective and resilient and how can you support managers who can and want to implement nature and environmental protection even in the face of resistance in their respective spheres of activity?

The aim of these two projects is to examine the extent to which a suitable mix of scientifically based knowledge from selected areas of biology, evolutionary theory, ecology and systemic science on the one hand and corresponding experiences on the other (through exercises, excursions, projects and the like). should be conveyed) has the greatest chance of anchoring sustainable value patterns and a sustainability-related willingness to act in the interests of nature and environmental protection. In keeping with the CFPU's fundamental commitment that a sustainability university should not only impart knowledge but must also offer opportunities for personal development and the creation of motivation to protect the ecological integrity of our planet. It can be assumed that knowledge alone does not provide sufficient reasons for action, but that it only leads to actions in conjunction with values and needs. This means that communicating the value of nature or the need for intact nature becomes the goal of every sustainability-oriented organization. In other words, how can one teach and convey connection with nature?

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Objective and method

The aim is to determine which sociographic, biographical, and psychological characteristics characterize these people through qualitative interviews with selected personalities worldwide. These individuals are characterized by exceptionally close relationships with nature, outstanding successes in the sustainable transformation of organizations, special social commitment, or comparable activities. What values, experiences, and formative experiences do they share? How did your “ecological consciousness” arise? Do spiritual experiences of wholeness and integration play a relevant role? The insights gained from this should serve as a basis for determining teaching and learning goals, as well as for the design of exercises and practical experiences.

Additionally, we will explore how the people in question evaluate nature, their relationship to nature, and the role of biological/ecological knowledge in the genesis of their primary value judgments.

In addition, a series of questions arising from the overlap between deep ecology, systemic sciences and ecology as well as ecological-spiritual approaches will be discussed with the people concerned. These discussion topics are intended to determine how pronounced holistic thinking and evaluation schemes are, and whether there is a close relationship between ecological-systemic-holistic thinking and a “spiritual” worldview in the broadest sense of the word:

Does ecological knowledge and the scientific examination of nature lead to similar interpretations and value statements about nature as can be found in religious contexts - especially Buddhism and shamanism?

Are some of the central themes and statements found in “ ecosophical ” positions also compatible with the statements of biologists and ecologists? Is there an “ecological self”? Do biologists and ecologists and systems scientists tend towards a holistic and “Gaia-oriented” worldview?

Do the interviewees see their personal values and ethical attitudes as an individual matter, or do they associate this with more generally valid and possibly even universal ethical norms that are aimed at all people?

Does ecology in particular, but also the theory of evolution or the part of biology that deals with the complexity of life, have a special proximity to ethics - regardless of the "ought to be" problem ? How is the relationship between biology and environmental ethics determined?

How can and must relevant biological knowledge be conveyed in order to support sustainable transformation in the training of students and professionals?

The results of this study should be incorporated into the design of study and further education offerings for the tertiary education sector.