Thinking Like an Earthling: Children's Reasoning About Individual and Collective Action Related to Environmental Sustainability.

Learning to accept and understand our identity as inhabitants of planet Earth is an essential aspect of living sustainably in a global community with others. What is involved in learning, that despite what divides us, we are first and foremost Earthlings and that the well‐being of our planetary home is in our collective hands? What are the cognitive features of concepts that are inherent to thinking like an Earthling? This article considers themes that arise from research that inform what is involved in developing a collective, planetary perspective as it relates to engaging in environmental sustainability. It samples research on how young people understand and reason about agency—their own and that of others—and about the relationship between individual and collective action. It considers the importance of recognizing and engaging with diverse perspectives on agency and collectivity as well as being able to adopt the perspectives of those in different roles and positions. While many of the concepts that are inherent to thinking as part of a collective community of Earthlings are challenging, many are also learnable and represent important instructional targets for helping the next generation to understand how to live together in sustainable ways on a small and finite planet. This paper considers the need for children to develop as members of a global collective who adopt sustainable, planetary perspectives on a small planet with limited resources. It surveys some of the conceptual challenges learners confront and possible affordances that are offered by learning from cultures with more collective and/or sustainable practices. It offers research findings to inform the endeavor and considers what is needed in terms of further research and educational practice. [ABSTRACT FROM AUTHOR]