Biophilia and Adolescence

How Nature Positively Contributes to Adolescent Developmental Stages

Adolescence is a time characterized by immense hormonal and physical changes. It is a social, emotional and physiological milestones everyone must traverse to achieve adulthood. An impediment is when physiological needs are not being met; as described by Abraham Maslow in his paper, “A Theory of Human Motivation.” Adolescents whose economic base is within poverty are the most vulnerable to basic needs deprivation. However, there are always exceptions. Some adolescents develop a resiliency to poverty and are able to attain their full potential if additional support is provided. Often this is provided by schools, associated districts and other organizations dedicated to youth (Burney, 2008).

While Maslow's explains the psychological hierarchy of needs schematic through a layered pyramid; with the most essential physiological needs forming the base, and the remaining layers ranked in importance. Above the base level of needs resides: love/belonging, self-esteem and the ability to self-actualize an individuals highest self through creativity, problem solving, non-prejudice and the acceptance of facts.

In addition to family, educational organizations and their greater community, a sustained relationship with the natural world can also accentuate each level of development and become a personal muse for self-actualization for adolescents. In a world where there is an increasing disparity between those of material wealth, and those who lack: Bee discusses, (2007) on:

“methods to capitalize on a child’s capacity for empathy, and how to model thoughtful and generous behavior.”

Nothing can replace the extraordinary instruction provided by simply being in nature, and while classical education can direct and foster a sense of “biophilia,” a word that was coined by the renowned ecologist and philanthropist, Dr. E.O. Wilson (Wilson, 1999); no textbooks that can replace the real need humans have to interact with other life forms. Nor the compassionate insights that can be learned from nature.

In addition to assisting in the emotional and social development of adolescents, using nature as a template can also provide intellectual opportunities to quantify how human beings are intrinsically dependent upon, and completely interconnected with the entire earth (Table 1).

Moreover, in a society where adolescents frequently express feelings of disconnection through fragmented family units, and other western cultural and social angst; being within nature facilitates interconnections as adolescents to make the connections through observation and research. They learn how they too, are composed of the same elements found within stars, peach trees and box-elder beetles.

Developing naturalistic relationships during adolescence can provide emotional support and intellectual stimulation for an entire lifetime. In the thought provocative book, “Lost Language of Plants,” the author, Stephen Harrod Buhner, discusses a methodology to develop biophilia through contrasting ecosystems to the human body. “Ecosystems such as wetlands, oceans, forests and deserts are much like the organs in our bodies, and, through complex feedback loops just like ours, help maintain organism health.While forests are like our lungs, wetlands are much like our livers. Perhaps it is more correct to say, since we are so much younger than plants, that are lungs and livers are like forests and wetlands. And do not our brains bear an amazing resemblance to the complex, spherical, intricately interconnected, synaptic-junction-filled living system of earth itself” (Buhner, 2002).

The emotional health of adolescents, and the healing benefits of nature are also interconnected; when considering the national statistics from 2006, where suicide was ranked as the third leading cause of death for young people between the ages of fifteen through twenty-four (Center for Disease Control, 2006). While there are many anecdotes to counter feelings of hopelessness and despair that can lead to suicide, the process of discovering a naturalist intelligence can be profoundly life affirming. James Hillman, in his book “Souls Code” discusses the importance of nature and healing. “To what does the soul turn that has no therapists to visit? It takes its troubles to the trees, to the riverbank, to an animal companion….” (Hillman, 1997). Encouraging a sense of biophilia through interactions with nature, and utilizing environmental education curriculum is essential for a population of youth who are increasingly separate from the muse that nurtures and inspires; mountains, forests, wildlife, water and wind.

Immigrant Youth and Nature

In Utah, Hispanic and Latino immigrant youth often live in poverty and acutely experience feelings of disconnection. However, these can be positively countered through intellectual, social and emotional connections made through participating in the ultimate out-door classroom experience; the Great Salt Lake and associated islands. This unique, terminal saline lake is internationally recognized as a Northern Hemispheric Shorebird Preserve; and it has no cultural biases or boundaries.

Saline lakes in Mexico, and Central America are interconnected to the Great Salt Lake through the thousands of migratory shorebirds who rest during their seasonal migrations. Having immigrant youth participate in the yearly international bird festival, and provide research opportunities will strengthen connections to their new home, while maintaining their cultural identity. In addition to becoming aware of their interconnections with nature, these relationships can provide opportunities for more rigorous and fullfilling intellectual, emotional and social pursuits.

The learning and development stages of adolescence are challenging and exciting. While biological, cultural and social backgrounds may contribute to differing adolescent experiences; they are primarily the same. Such as the natural systems that all life is dependent upon, fostering a sense of ‘biophilia’ can contribute to the ultimate expression of life,that according to Maslow, (1943), is self-actualization and the pursuit of goals and dreams. They may learn to feel and understand that we are not lost, because we are one with all creation.

Dr. E.O Wilson stated (1999):

“It is time to invent moral reasoning of a new and more powerful kind, to look to the very roots of motivation and understand why, in what circumstances and on which occasions we cherish and protect life. We are human in good part because of the particular way we affiliate with other organisms. They offer the challenge and freedom innately sought. To the extent that each person can feel like a naturalist, the old excitement of the untrammeled world will be regained. I offer this as a formula of re-enchantment to invigorate poetry and myth.”

Please do not reproduce without permission from the author.

Excerpt from: 'A Thousand Grains of Sand' S. Goldberry