How can we mitigate against increasing biophobia among children during the extinction of experience?

2020 ◽  
Vol 242 ◽  
pp. 108420 ◽  
Author(s):  
Masashi Soga ◽  
Maldwyn J. Evans ◽  
Takahiro Yamanoi ◽  
Yuya Fukano ◽  
Kazuaki Tsuchiya ◽  
...  
Keyword(s):  
Extinction Of Experience

Biodiversity conservation and the extinction of experience

2005 ◽  
Vol 20 (8) ◽  
pp. 430-434 ◽  
Author(s):  
James R. Miller
Keyword(s):  
Biodiversity Conservation ◽  
Extinction Of Experience

scholarly journals Extinction of experience: The need to be more specific

2020 ◽  
Vol 2 (3) ◽  
pp. 575-581 ◽  
Author(s):  
Kevin J. Gaston ◽  
Masashi Soga
Keyword(s):  
Extinction Of Experience

scholarly journals What kind of landscape management can counteract the extinction of experience?

2017 ◽  
Vol 159 ◽  
pp. 23-31 ◽  
Author(s):  
Agathe Colléony ◽  
Anne-Caroline Prévot ◽  
Michel Saint Jalme ◽  
Susan Clayton
Keyword(s):  
Landscape Management ◽  
Extinction Of Experience

scholarly journals Spaceship Earth Revisited: The Co-Benefits of Overcoming Biological Extinction of Experience at the Level of Person, Place and Planet

2020 ◽  
Vol 17 (4) ◽  
pp. 1407 ◽  
Author(s):  
Susan L. Prescott ◽  
Jeffrey S. Bland
Keyword(s):  
Large Scale ◽  
Environmental Changes ◽  
Well Being ◽  
Natural World ◽  
Fine Grained ◽  
Resource Limitations ◽  
Biological Responses ◽  
Spaceship Earth ◽  
Biological Extinction ◽  
Extinction Of Experience

Extensive research underscores that we interpret the world through metaphors; moreover, common metaphors are a useful means to enhance the pursuit of personal and collective goals. In the context of planetary health—defined as the interdependent vitality of all natural and anthropogenic ecosystems (social, political and otherwise)—one enduring metaphor can be found in the concept of “Spaceship Earth”. Although not without criticism, the term “Spaceship Earth” has been useful to highlight both resource limitations and the beauty and fragility of delicate ecosystems that sustain life. Rene Dubos, who helped popularize the term, underscored the need for an exposome perspective, one that examines the total accumulated environmental exposures (both detrimental and beneficial) that predict the biological responses of the “total organism to the total environment” over time. In other words, how large-scale environmental changes affect us all personally, albeit in individualized ways. This commentary focuses the ways in which microbes, as an essential part of all ecosystems, provide a vital link between personal and planetary systems, and mediate the biopsychosocial aspects of our individualized experience—and thus health—over our life course journey. A more fine-grained understanding of these dynamics and our power to change them, personally and collectively, lies at the core of restoring “ecosystems balance” for person, place and planet. In particular, restoring human connectedness to the natural world, sense of community and shared purpose must occur in tandem with technological solutions, and will enhance individual empowerment for personal well-being, as well as our collective potential to overcome our grand challenges. Such knowledge can help shape the use of metaphor and re-imagine solutions and novel ways for restoration or rewilding of ecosystems, and the values, behaviors and attitudes to light the path toward exiting the Anthropocene.

scholarly journals Urban Agriculture for Poverty Alleviation:A Case Study of Hyderabad, India

2021 ◽  
Author(s):  
◽  
Charles Devenish
Keyword(s):  
Urban Agriculture ◽  
Poverty Alleviation ◽  
Well Being ◽  
Urban Setting ◽  
The Future ◽  
Agriculture And Food ◽  
Extinction Of Experience ◽  
The City ◽  
Project Level

<p>Conceptualising sustainable development as that which seeks to achieve holistic well-being means that as a barrier to attaining and sustaining well-being, poverty takes on a similarly more broad definition. Within this framework it is proposed that the breakdown of community; the extinction of experience; degradation of the natural environment; and food insecurity are examples of poverty in the contemporary urban setting because they obstruct access to overall well-being. Through a case study of the Resource Centres for Urban Agriculture and Food Security - Cities Farming for the Future (RUAF-CFF) project being piloted in Surabhi Colony, Hyderabad, India, urban agriculture is assessed as a means of alleviating these diverse forms of poverty. While the findings indicate some success at the project level, urban agriculture's limited ability to address Hyderabad's more widespread and pressing problems - in particular its water scarcity - coupled with the form of development the city is taking means that it is unlikely urban agriculture will gain the institutional support necessary for its further spread throughout the city. Although such findings do not inspire hope for the future use of urban agriculture as a poverty alleviation strategy within Hyderabad, a number of issues are considered which suggest that urban agriculture should rather be supported for its ability to facilitate 'good change' in our urban centres.</p>

scholarly journals What Environmental and Personal Factors Determine the Implementation Intensity of Nature-Based Education in Elementary and Lower-Secondary Schools?

2021 ◽  
Vol 13 (17) ◽  
pp. 9663
Author(s):  
Takahiro Yamanoi ◽  
Masashi Soga ◽  
Maldwyn J. Evans ◽  
Kazuaki Tsuchiya ◽  
Tomoyo F. Koyanagi ◽  
...  
Keyword(s):  
Secondary Schools ◽  
Science Teachers ◽  
Large Scale ◽  
Natural World ◽  
Public Health Issue ◽  
Ecological Knowledge ◽  
Personal Factors ◽  
Nature Relatedness ◽  
Global Environmental ◽  
Extinction Of Experience

As society becomes increasingly urbanized, children are becoming much less likely to experience nature. This progressive disengagement from the natural world, often termed the ‘extinction of experience’, has been viewed both as a key public health issue and one of the most fundamental obstacles to halting global environmental degradation. School education has an important role in mitigating and reversing the ongoing extinction of experience. Here, we examine the role of several factors that determine the implementation intensities of nature-based education by science teachers in the classrooms of both primary and secondary schools. We performed a large-scale questionnaire survey comprising 363 elementary and 259 lower-secondary schoolteachers. Several factors predicted the implementation intensity of nature-based education in schools. The most important predictor was teachers’ levels of nature-relatedness, with nature-orientated teachers being more likely to provide nature-based education in their classes. Levels of teachers’ ecological knowledge, frequency of childhood nature experiences, and greenness within the school were also positively associated with the implementation intensity of education. Our results suggest that, to promote nature-based education in schools, it is important to increase schoolteachers’ nature-relatedness and ecological knowledge, as well as to provide more green spaces within schools.

The extinction of experience: a threat to insect conservation?

2009 ◽  
pp. 322-348 ◽  
Author(s):  
O. D. Cheesman ◽  
R. S. Key
Keyword(s):  
Insect Conservation ◽  
Extinction Of Experience

Reducing the extinction of experience: Association between urban form and recreational use of public greenspace

2015 ◽  
Vol 143 ◽  
pp. 69-75 ◽  
Author(s):  
Masashi Soga ◽  
Yuichi Yamaura ◽  
Tetsuya Aikoh ◽  
Yasushi Shoji ◽  
Takahiro Kubo ◽  
...  
Keyword(s):  
Urban Form ◽  
Extinction Of Experience ◽  
Recreational Use
Sign in / Sign up

Export Citation Format

Share Document