How does nature affect well-being and learning?
Outdoor learning. Foto by Kadi Kass.
World Mental Health Day is an important health awareness event witnessed every year on 10 October to create awareness and promote the importance of mental health in one's life and society and establish a healthy environment in all aspects of life to support mental health. In the following, the influence of the natural environment on our mental well-being and how this understanding can be applied in adult education is examined.
Theories related to nature contact and well-being
Positive psychology is a field that explores not what we want less of in life (i.e., things that make us unhappy) but rather what we want more of and how to achieve well-being. One strongly related factor in positive psychology is nature. It has been analyzed from an environmental perspective as the value of pure nature, which should not be taken for granted, and also from the perspective of how exposure to nature affects an individual's personal well-being.
The German-American psychoanalyst Erich Fromm, of German origin, first used the term "biophilia" in 1973, describing it as a "passionate love for life and all living things." The biophilia hypothesis suggests that humans have an innate tendency to seek contact with nature and other life forms. The same term was later used by the American biologist Edward O. Wilson, who argued in his 1984 work "Biophilia" that humans have a genetic predisposition to interact with nature (Rogers, 2019). Wilson's concept of "environmental stewardship" was based on various concepts, including people's practical dependence on nature, with a focus on ecological services (clean water, air, soil); the pleasure derived from direct interaction with and being in nature; the physical allure of nature, which refers to the inspiration and peace gained from it; and the emotional connection that people have with nature (different landscapes, animals, locations) (Rogers, 2019).
Ulrich et al. (1991) developed the psychoevolutionary stress reduction theory, which posits that humans have evolved to positively respond to nature, and contact with environments containing evolutionarily important resources (vegetation, water, extensive views) reduces physiological and psychological stress (McMahan, 2018). Viewing such natural elements also elicits positive emotions and feelings like interest, enjoyment, and peace, with a restorative effect that alleviates post-stress arousal both psychologically and physiologically (Ulrich et al., 1991).
Rachel and Stephen Kaplan developed the attention restoration theory in the 1980s, which asserts that people's focus improves after spending time in nature or even after viewing nature scenes, as natural environments contain "soft fascinations" that don't require goal-directed attention, such as moving clouds, rustling leaves, or flowing water. The Kaplans are known for their research on the (restorative) effects of nature on human relationships and health (e.g., stress and irritability reduction). Their studies found that natural outdoor environments promote more tranquil and attentive behavior compared to enclosed spaces (Kaplan & Kaplan, 1989).
Examples of the positive effects of nature on cognitive abilities
In the context of adult education, it's fascinating to highlight the influence of nature on cognitive abilities. A study by Gidlow et al. (2016) compared people walking in different environments - city streets and green spaces. It was found that improvement in cognitive (working memory) task performance was more sustained after being in a natural environment (compared to an urban environment). Therefore, the impact of nature on cognitive abilities may also be of interest to educational researchers.
Office workers who started their day with focused work found that their focus waned over time, which is a natural consequence of the effort required to maintain concentration. However, those workers who took breaks outdoors or interacted with nature recovered much faster than those who took breaks in artificially lit enclosed spaces. The Kaplans attributed this to the fact that nature demands "effortless attention," whereas work requires goal-directed attention. This study was significant as it provided more scientific evidence of the influence of the environment on behavior and fundamental cognitive processes (Kaplan & Kaplan, 1989).
In a study on forest bathing, two groups were compared: one was sent to the city for two days, while the other spent time in the forest. Blood samples were taken before and after to measure components associated with inflammation and stress. Mood states were also assessed through questionnaires. It was found that those who spent time in the forest had better outcomes in all indicators compared to both their initial results and those of the urban group. Research has shown that forest bathers have optimal nervous system functions, balanced heart conditions, and reduced gastrointestinal diseases (Mao et al., 2012).
Despite the extent to which people feel or experience biophilia, studies have shown that simply spending time in nature is beneficial for health. People who spent at least two hours a week in nature reported greater satisfaction and better health than those who spent less time in a natural environment. Among adults, a link has been found between being in a natural environment and mental health, and among children, being in nature increases physical activity and playfulness (Rogers, 2019).
Furthermore, it has been studied that connection with the natural environment increases positive affect and reduces negative affect. Being in nature also increases life satisfaction, improves cognitive functioning, gives life greater meaning, enhances physiological functioning, physical health, and boosts self-esteem (McMahan, 2018).
A series of studies support the biophilia hypothesis, showing that people prefer visual representations of natural environments more than built environments. This preference has been studied across cultures and manifests from an early age (McMahan, 2018).
Several empirical studies have revealed that short-term exposure to natural environments is associated with increased positive affect and decreased negative affect, lower heart rate, reduced cortisol levels, improved immune function, and faster recovery from stress. Moreover, according to the way studies are conducted among those who regularly have contact with nature and those for whom nature is more easily accessible, there is increasing evidence that the salutogenic effects of nature (versus pathogenic) persist over a longer period (McMahan, 2018).
One of the most established research findings is that people experience increased happiness through contact with nature, which generates positive emotions. Similarly, research on pets shows how being in the natural world can alleviate feelings of isolation (Buijs & Jacobs, 2021). It reminds me of the time during the pandemic when the appearance of pets on a fellow student's screen during online classes instantly boosted everyone's mental well-being.
Nature and Learning
What connections can we draw between learning based on the previous discussion?
The example of improved concentration is particularly noteworthy, especially in today's information overload and screen-dominated world where learners' attention can easily wander. Learning abilities, even in adult learners, depend to a large extent on their ability to focus and maintain attention. A study that analyzed the attention span of adult learners before and after a nature walk found that being in nature increased participants' ability to maintain attention and focus on learning tasks. Therefore, spending time in nature (such as associating a thinking task with a walk in a nearby green space) can help improve attention and concentration. Being in a natural environment or simply observing it allows for "effortless attention" - an experience where you don't have to force yourself to pay attention to what you're observing. This, in turn, allows the attention to "rest."
Another important aspect is that being in nature can ignite creativity and inspiration, providing an opportunity to generate new ideas and thoughts, which is crucial for learning. This aligns with the advice not to constantly burden oneself with tasks but to occasionally "laze around," which can allow our brains to come up with brilliant ideas.
Learning can sometimes be stressful, especially during exam periods or when working on significant projects. This stress can be particularly pronounced for adult learners due to the juggling act between learning, work, and family life. Stress, in turn, is a well-known factor that significantly impacts learning. However, research has shown that spending time in nature can reduce stress and anxiety in adults, thereby improving their learning capabilities. Since being in nature lowers the levels of the stress hormone cortisol in the bloodstream and enhances cognitive abilities and memory, it is highly recommended for adult learners to spend ample time in natural settings, even in urban environments. This can include simple activities like walking or engaging in specific outdoor learning activities such as reading, taking notes, or even watching video lectures in a park. These practices can help alleviate stress and enhance the effectiveness of learning.
Walking in nature or spending time outdoors can also help clarify thoughts. It provides an excellent opportunity for problem-solving and a better understanding of complex concepts. Personally, during training sessions, when adverse weather conditions or other factors prevent outdoor learning, I have recommended learners take short breaks, look out the window, focus on a natural object, and allow their minds to rest. This allows the newly acquired knowledge to settle, ultimately leading to improved learning outcomes.
To finish, it's essential to highlight the social and inclusive aspects that may not be immediately apparent. Positive psychologists emphasize that focusing on one's strengths and leveraging positive emotions can help build resilience, expand problem-solving abilities, promote innovation, strengthen relationships, and encourage trying new behavioral patterns. Therefore, positive engagement with the surrounding environment benefits both individuals and their communities. Exposure to nature fosters positive emotions, which, in turn, influence overall mood and social behavior. The beauty and tranquility of nature can inspire individuals to share their experiences and feelings with others, creating stronger social bonds. Being in nature as part of a group can enhance teamwork and collaboration, ultimately improving the overall learning experience. Additionally, the natural environment can serve as an excellent setting for sharing common interests and engaging in passionate discussions, which promote active learning and knowledge exchange. By making learning more nature-inclusive, we revive our innate natural connections. The more time we spend in natural environments, the greater our well-being. We can do all of this while supporting our own and our community's development, caring for the Earth, and being mindful of how our actions affect the thriving of other species (Pluta, 2012).
Summary
In conclusion, research demonstrates that nature's positive impact on learning is substantial. Spending time in nature reduces stress, enhances creativity, improves problem-solving skills, increases attention and focus, among other benefits. We have seen that the positive effects of nature on learning extend beyond individual benefits and can have a significant positive impact on communities and the surrounding environment, promoting overall well-being and social connectedness. Nature can serve as a catalyst that fosters learning and contributes to a healthy, learning-rich lifestyle among adult learners. Therefore, in conclusion, it is recommended to incorporate nature-based education or integrate other forms of nature exposure into adult education to help learners achieve better learning outcomes and enhance their mental well-being.
Authors: Kadi Kass, Veronika Madalvee, Kristel Veeber and Maarja Võrk have completed the Master's program in Community Development and Social Welfare at the University of Tartu.
References:
- Buijs, A., Jacobs, M. (2020). Avoiding negativity bias: Towards a positive psychology of human-wildlife relationships. Ambio. 50, 281–288 (2021). https://doi.org/10.1007/s13280-020-01394-w
- Gidlow, C.J., Randall, J., Gillman, J., Smith, G.R., Jones, M. V. (2016) Natural environments and chronic stress measured by hair cortisol. Landscape and Urban Planning, 148, 61–67. http://www.sciencedirect.com/science/article/pii/S0169204615002510
- Kaplan, R., Kaplan, S. (1989). The Experience of Nature: A Psychological Perspective. Cambridge University Press. https://www.hse.ru/data/2019/03/04/1196348207/%5BRachel_Kaplan,_Stephen_Kaplan%5D_The_Experience_of_(b-ok.xyz).pdf
- Mao, G. X., Lan, X. G., Cao, Y. B., Chen, Z. M., He, Z. H., Lv, Y. D., Wang, Y. Z., Hu, X. L., Wang, G. F., & Yan, J. (2012). Effects of short-term forest bathing on human health in a broad-leaved evergreen forest in Zhejiang Province, China. Biomedical and environmental sciences: BES, 25(3), 317–324. https://doi.org/10.3967/0895-3988.2012.03.010
- McMahan, E. A. (2018). Happiness comes naturally: Engagement with nature as a route to positive subjective well-being. In E. Diener, S. Oishi, & L. Tay (Eds.), Handbook of well-being. Salt Lake City, UT: DEF Publishers. https://digitalcommons.wou.edu/fac_pubs/40/
- Pluta, A. (2012). Integrated Well-being: Positive Psychology and the Natural World. Master of Applied Positive Psychology (MAPP) Capstone Projects. 37. https://repository.upenn.edu/cgi/viewcontent.cgi?article=1036&context=mapp_capstone
- Rogers, K. (2019). Biophilia hypothesis. Encyclopedia Britannica. https://www.britannica.com/science/biophilia-hypothesis
- Schmidt, G. (2005). Positive Ecology: Sustainability and the „Good Life“ (1st ed.). Routledge. https://doi.org/10.4324/9781351163682
- Ulrich, R. S., Simons, R. F., Losito, B. D., Fiorito, E., Miles, M.A., Zelson, M. (1991). Stress recovery during exposure to natural and urban environments. Journal of Environmental Psychology, 11(3), 201–230. https://doi.org/10.1016/S0272-4944(05)80184-7
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How does nature affect well-being and learning?
The blog “How does nature affect well-being and learning?“ highlights the many positive effects that contact with nature can have on the human psyche and cognitive abilities. At a time when more and more people are suffering from stress and concentration problems, the question arises: Can contact with nature have a positive impact on these challenges? This blog presents scientific studies and theories that suggest that nature enhances well-being, attention and even social bonding in a variety of ways - aspects that are particularly relevant in the context of learning.
A counter-argument to this thesis would be that nature has equally positive effects for all people. People have different experiences and connections with nature, and in urban areas access to natural environments is often limited. For example, people who have grown up in cities and have little contact with nature may enjoy it less. Another argument could be that there are many other ways of coping with stress and increasing concentration, such as meditation, exercise or targeted cognitive training. These alternatives are often more accessible in urban areas and may be more suitable for city dwellers than nature.
Nonetheless, the blog presents an impressive collection of scientific evidence for the positive effects of nature. It is based on Fromm and Wilson's biophilia hypothesis, which suggests that humans have an innate connection to nature. This 'love of living things' is deeply rooted in our evolution and means that natural environments have a calming and inspiring effect on us. Ulrich's psycho-evolutionary theory of stress reduction supports this assumption and shows that people respond physiologically to nature, for example by lowering their heart rate and cortisol levels. The example of 'forest bathing' is particularly impressive: people who spent time in the forest showed a significantly greater reduction in stress hormones and improved immune function than people who spent time in an urban environment.
The blog also explores Kaplan and Kaplan's theory of attentional recovery, which describes how natural environments help people to focus. In nature, attention is not specifically challenged, but rather receives a beneficial release through 'gentle fascination'. The authors describe studies in which people showed improved concentration and reduced irritability after spending time outdoors. A study by Gidlow et al (2016) adds to this, showing that office workers who spent their breaks in green spaces were more relaxed and focused than those who spent their time in artificially lit indoor spaces. These findings are particularly valuable for learners, as a rested and clear mind facilitates learning and improves cognitive performance.
Another interesting point is the influence of nature on creative thinking and problem solving. In our digital world, there are few opportunities for 'mental downtime' to promote creative thinking. Studies show that a walk in the fresh air, for example in a park or a forest, allows for a more relaxed way of thinking and creates space for creative thoughts. This could be a valuable strategy for learners, for example, to generate new ideas or to clear their heads after intensive periods of learning.
Finally, the social component of experiencing nature is emphasised. Positive emotions fostered by nature have a positive influence on social behaviour and lead to stronger social bonds. These effects can facilitate learning processes, as shared experiences of nature strengthen dialogue and cooperation. Team-building exercises or learning together in nature could therefore improve social cohesion and group performance, which also contributes to a better learning experience in the long term.
In summary, contact with nature has been shown to reduce stress, increase concentration and creativity, and improve social well-being. This is particularly valuable for learning processes, as spending time in nature improves the ability to absorb and process information.
In my opinion, the blog provides valuable stimuli that are neglected in modern life, which is often dominated by screens and artificial lighting. Regular time spent in nature could not only improve individual wellbeing, but also make a positive difference to collaborative learning and working environments.