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Abstract

This research endeavor is a phenomenological inquiry embedded in an interpretative a/r/tographic methodology. In the field of ecology studies, especially in what refers to ecological literacy, the concept of reciprocity has been underexplored experientially and theoretically. Reciprocity as a main concept for ecological literacy education is not widely used in the literature. Disenchantment and disassociation from the visceral sensibility of the aliveness of the natural world that characterize the connection of pedagogy-nature-teaching-learning relationship present a challenge to experience the fullness of the wholeness of our surroundings. This is a major risk-it that is troublesome because narrows the possibility for instilling sensibility and profound care and respect for the web of life’s ecology. Hence the ability to respond to the earth’s call in an ethicalsensible-empathetic yet compassionate manner requires an inquiry into our inner sensibilities. These are considered in this meditative inquiry. This inquiry examines the intimate character of a pedagogical journey and its continuous exchange with the natural world. It seeks to explore the meaning of reciprocity as an aesthetic-ethic concept for ecological literacy practice. It is guided by the intricate interconnection of the following questions: First, what does it mean to dwell within the rhythm of the take-in from- and out-giving to the natural world in the context of ecological literacy practice in the open? And second, what might the rhythm of giving and receiving means to inaugurate reciprocity as an aesthetic –ethical concept for ecological literacy? This inquiry engages in a continuous flow of conversation with these questions whereby new questions arise and entwine along the phenomenological interpretativea/r/tographic trek. This meditative inquiry is informed by the contribution of the physical landscape, the educator’s lived experiences, the interpretations of ecological literacy as practiced throughout the cyclical changes of the seasons, and how the teachings of the Earth inspire an aesthetic-ethic reciprocal action. This inquiry includes artifacts such photographs, narrative stories, poems, quotes, and meditations. This meditative inquiry is juxtaposed with three streams of mutually enriching and enlightening insights. First, the work of Maurice Marleau-Ponty, David Abram, Mitchell Thomashow, Eleanore Vaines, Elizabeth Cranley, Ted Aoki, David Orr, and Frijol Capra is explored. Then considers the indigenous understandings on reciprocity including insights on the meanings of kincentric ecology, sacred ecology, and reciprocal restoration. Finally, it considers the educator’s lived experiences in the open. By highlighting reciprocity as an aesthetic-ethic as fundamental meaning for ecological literacy, this inquiry responds to a commitment to natures’ sui generis. This inquiry presents the importance of reciprocity as embodied response and relation. It further recognizes the perceptual, sensory, and sensuous character of reciprocity and also of ecological literacy through lived experiences in the open. Such awareness is fundamental to further understand how ecological literacy practice can guide a sacred pedagogy embedded and embodied in an aesthetic-ethical rhythm that guides the meaning of becoming literate in the sensuous language of the pedagogical site/land/earth/world/universe. This meditative inquiry elucidates that becoming ecological literate means developing a profound sense of sensibility of care, empathy, and compassion to enkindle a responsible response for the pedagogical site/natural world/earth/world that consequently inaugurates ethical actions that recognize rights to the web of life.