Abstract
Awareness of humanity’s spiritual connection to Earth is not new. From dominant matriarchal cultures to Catholicism, emphasis on feeling, being, and valuing this connection has been foundational to the evolution of belief and practice. This chapter explores how a psycho/spiritual/ecological approach to Education for Sustainable Development (ESD) pedagogy may affect Environmentally Responsible Behaviour (ERB) in stakeholders of ESD courses. It probes into how this pedagogic approach emulates long-held traditions of matrilineal cultures and Christian religions, which can be seen as exemplary contexts for ESD as they all value reflection and community engagement while considering ethics, social justice, and equity. The chapter reports on a multiple case study that investigated ESD course pedagogy through thematic analyses of stakeholder data. Key categories were established to define effective delivery modes of ESD courses. The study resulted in the development of a pedagogic approach based on what stakeholders state to demonstrate efficacy within their respective paradigms. This is discussed along with a literature survey and comparative analysis of related beliefs and faiths of feminine cultures and contemporary Christianity. The study fills a gap in the literature by suggesting that ESD’s biggest challenges can be addressed by encouraging each stakeholder to look within themselves and examine their residual beliefs and antecedents. Herein lies a response to the question of ESD’s effectiveness in inspiring action towards ERB. Results of this study indicate that an ESD teaching approach, similar to long-held practices of matrilineal and Christian faiths, involving personal emotions, beliefs, and spirituality, may lead to the practice of lifelong ERB.