Browsing by Author "Méndez, Manuela O."

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    Biocultural homogenization in elementary education degree students from contrasting ecoregions of Chile
    (2023) Méndez, Manuela O.; Ibarra Eliessetch, José Tomás; Rozzi, Ricardo; Marini, Guillermo
    Biocultural homogenization is a wicked problem that implies the loss of biological and cultural diversity at differentscales. It is promoted by globalized one-dimensional ways of thinking that ignore the biophysical and cultural singularities of theheterogeneous regions of the planet. In Chile, we find ecoregions as diverse as the arid Norte Grande, the semi-arid MediterraneanMetropolitan region, and the temperate rainforests in the south. We studied the perceptions that elementary education degree students(EEDS) have regarding the flora and fauna (co-inhabitants), their environments (habitats), and their daily customs or activities (habits)in these three ecoregions. We distributed 72 questionnaires to students from 3 universities in 2021, asking them about co-inhabitants,habitats, and habits. We identified similarities and differences between the responses. Similarities were associated with bioculturalhomogenization processes evidenced by the prevalence of vertebrate animals and vascular plants, or introduced species, such as domesticanimals, and cultivated plants for edible, ornamental, and medicinal purposes. Differences were associated with biocultural conservationprocesses such as the collection of native species of mushrooms, plants and animals for food use, or the knowledge of ritual celebrationstypical of their localities. We propose that teaching study programs should aim to redirect biocultural homogenization processes towardbiocultural conservation processes. That way teachers can play a key role in teaching future generations to learn and value both localand scientific knowledge about the diversity of co-inhabitants, habitats, and the life habits in each of their ecoregions.
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    Sub-Antarctic High Andean “Gardeners”: Cultivating Caring Relationships
    (2023) Méndez, Manuela O.; Marini, Guillermo; Rozzi, Ricardo
    This chapter presents a case study of the Field Environmental Philosophy four-step cycle methodology in the sub-Antarctic high Andean zone. First, based on ecological and philosophical research, we problematize the use of the term “Andean Desert” for naming this ecosystem. Second, we propose the metaphor “High Andean sub-Antarctic Gardeners” to transform our mental image from a desert toward a plant world dominated by habits that promote cooperation and care among co-inhabitants in a specific geographical place. Third, we describe a guided activity with an ecological and ethical orientation, “Co-inhabiting as high Andean cushion plants.” Through this experience, we understand that, in nature, just as in human society, there is not only competition but also much collaboration and symbiosis to co-inhabit and flourish. Four, we contribute to habilitate areas for in situ conservation in order to protect habitats, species, and their interactions. This case illustrates how to put into practice a pedagogical aesthetic experience that considers bodies, emotions, and minds of the participants while learning about ecological relationships and their ethical implications in a pre-reflexive way. This activity also reminds us about our indissoluble union with the world and its ethical implications. The “gardeners” teach us through their life habits the relevance of cooperation for flourishing together in difficult contexts. In that sense, through our life habits, we can modify habitats in such ways that allow (or not) co-inhabitants to flourish.