Transculturality in Teaching and Learning about and with Nature Towards a Transdisciplinary Pedagogical Paradigm

This article investigates the integration of transcultural and transdisciplinary approaches in environmental education, aiming to overcome the limitations of conventional teaching and learning methods. The central research question is: How is the concept of nature interpreted and integrated by transdisciplinary thinkers, and what are the pedagogical implications of this integration? The methodology employed includes an extensive bibliographic review of transdisciplinary scholars and reflection on personal educational experiences in philosophies such as Yoga and Vedanta. The review and reflections sought to challenge reductionist views of nature and promote a multidimensional perspective that embraces philosophical, linguistic, and historical dimensions to address contemporary environmental crises. The conclusions of the article emphasize the transformative potential of adopting transdisciplinary and transcultural frameworks in environmental education. These frameworks not only enrich the educational process but also enhance the ability to address contemporary environmental issues. The importance of a dialogue between scientific knowledge and traditional wisdom is highlighted, demonstrating how this synthesis can enrich our understanding of current environmental dilemmas and stimulate new human-nature relationships. The study proposes a pedagogical paradigm that values cultural diversity in the educational process about and with the natural environment, encouraging the exploration and application of these methodologies in various educational settings. This suggests a paradigmatic shift in environmental education towards a more inclusive practice that integrates theoretical knowledge bodies and values practical and experiential engagement with the environment, crucial for cultivating deep environmental awareness and forming engaged individuals.