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Framing for sustainability: the impact of language choice on educational outcomes

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  • Adrienne Cachelin
  • Edward Ruddell

Abstract

Because what people do is not based entirely on what they know, the way educators frame sustainability concepts is critical. Framing influences recognized antecedents of pro-environmental behavior such as attitudes, and traditional educational outcomes such as critical thinking. Yet, because commonly used frames are based in metaphors that tend to portray nature as resource and resist ecological complexities, sustainability educators may be undermining their own goals. This paper makes the case for a promising new construct synthesized from the education and attitude literature, called critical elaboration, and examines the impact of framing on this variable. College student participants read texts portraying humans as either a part of nature (systems metaphor) or apart from nature (non-systems metaphor) in either an active or passive voice, then responded using a thought-listing technique. Frames employing a systems metaphor rather than a non-systems metaphor elicited significantly more critical elaboration, as did frames that employed active voice. Data suggest that education for sustainability requires thoughtful consideration of metaphor underlying message frames. Copyright AESS 2013

Suggested Citation

  • Adrienne Cachelin & Edward Ruddell, 2013. "Framing for sustainability: the impact of language choice on educational outcomes," Journal of Environmental Studies and Sciences, Springer;Association of Environmental Studies and Sciences, vol. 3(3), pages 306-315, September.
    • Handle: RePEc:spr:jenvss:v:3:y:2013:i:3:p:306-315
    DOI: 10.1007/s13412-013-0131-2
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    References listed on IDEAS

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    1. Devin Wixon & Teri Balser, 2012. "Environmental education for the masses: lessons from a large, general enrollment environmental studies course," Journal of Environmental Studies and Sciences, Springer;Association of Environmental Studies and Sciences, vol. 2(3), pages 239-248, September.
    2. Paul Ehrlich, 2011. "A personal view: environmental education—its content and delivery," Journal of Environmental Studies and Sciences, Springer;Association of Environmental Studies and Sciences, vol. 1(1), pages 6-13, March.
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    Cited by:

    1. Abigail Sullivan & Dave D. White, 2020. "Climate change as catastrophe or opportunity? Climate change framing and implications for water and climate governance in a drought-prone region," Journal of Environmental Studies and Sciences, Springer;Association of Environmental Studies and Sciences, vol. 10(1), pages 1-11, March.
    2. Jan Činčera & Bruce Johnson & Roman Kroufek & Miloslav Kolenatý & Petra Šimonová, 2020. "Frames in Outdoor Environmental Education Programs: What We Communicate and Why We Think It Matters," Sustainability, MDPI, vol. 12(11), pages 1-14, May.

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