The ECOSOPHY concept in discourses of language education: a cross-cultural perspective

Keywords: cognitive matrix, ECOSOPHY concept, cross-cultural communication, discourse, environment, language education


This paper focuses on studying the peculiarities of the linguocognitive actualization of the concept of ecosophy in language education discourses with an emphasis on its cross-cultural ontology in the English language teaching and learning environments of Argentina, Côte d'Ivoire, the Congo, Ethiopia, Kenya, Nigeria, Peru, Tanzania, Togo, Uganda, Ukraine. On the premise of analysing the multidisciplinary essence of ecosophy as deep ecology philosophy, within the methodological framework of cognitive linguistics, ecolinguistics and linguoculturology, the authors substantiate the status of ecosophy as a universal fundamental conceptual constituent of linguodidactic discourses of the twenty-first century, oriented at biospheric egalitarianism to realize the Sustainable Development Goals formulated by the United Nations as the blueprint to secure a better future. As a result of the conducted psycholinguistic experiment centered around elicitation techniques, such quantitatively dominant culturally universal components of the concept of ecosophy as harmony, resilience, and sustainability, together with the conceptual facets content and level, as the basis of better language education cross-culturally have been revealed. Our further conceptual and linguistic analysis has enabled our construing a multi-dimensional matrix as a representation of the concept researched. The data obtained have proved that the conceptual dimension content comprises the conceptual commonalities social life, economics, politics, peace/war/safety, environment, culture, whereas the dimension level embraces the concepts individual/identity, community, state. The matrix serves as a tool for explicating major conceptual highlights of ecosophy in language instruction discourses across eleven countries, thus perspectively contributing to the development of more efficient, culturally relevant linguodidactic methods and media.


Download data is not yet available.


Aizpurúa, E. (2020). Pretesting methods in cross-cultural research. In M. Sha & T. Gabel (Eds.), The essential role of language in survey research (pp. 129-150). North Carolina, USA: RTI International.
Brennan, A. (2020). Deep ecology. International Encyclopedia of Ethics. Hoboken, NJ: Wiley.
Byrne, T. (2021). Tipping point. Stuttgart: Delta Publishing.
Cascio, J. (2020). Facing the age of chaos. Medium (online platform). Retrieved May 2, 2023, from
Chen, S. (2016). Language and ecology: A content analysis of ecolinguistics as emerging research field. Ampersand, 3, 108-116.
Cheng, M. (2022). Theoretical framework for ecological discourse analysis: A summary of new developments of ecological discourse analysis. Journal of World Languages, 8(1), 188-226.
Devall, B. (2007). Deep ecology: Living as if nature mattered. Layton, UT: Gibbs Smith Publisher.
Dudzik, I. (2017). Eco-philosophy in education for sustainable development. World Scientific News,
72, 249-261. Retrieved June 12, 2023, from journal
Estévez-Saá, M., & Lorenzo-Modia M.V. (2018). The ethics and aesthetics of eco-caring: Contemporary debates on ecofeminism(s). Women's Studies, 47 (2), 123-146.
Falzon, M.A. (2016). Multi-sited ethnography: Theory, praxis and locality in contemporary research. Philadelphia, PHL: Routledge.
Farrell, A. (2021). Ecosophy and educational research for the anthropocene: rethinking research through relational psychoanalytic approaches. Melbourne: Routledge.
Forchtner, B. (2019). The far right and the environment. Politics, discourse and communication. Philadelphia, PHL: Routledge.
Gardner, C., & Maccormack, P. (2018). Ecosophical aesthetics: Art, ethics and ecology with Guattari. New York, NY: Bloomsbury Academic.
Gonzalez-Marquez, M., Mittelberg, I., Coulson, S., & Spivey, M.J. (Eds.). (2023). Methods in cognitive linguistics. Amsterdam: John Benjamins Publishing Company.
Greenhalgh-Spencer, H. (2014). Guattari's ecosophy and implications for pedagogy. Journal of Philosophy of Education 48 (2), 323-338.
Guattari, F. (2018). Ecosophy. London: Bloomsbury Publishing Plc.
Hunter, J. (2020). HARMONY and ecology. In N. Campion (Ed.), The HARMONY debates: Exploring a practical philosophy for a sustainable future (pp. 209-220). Ceredigion, Wales, UK: Sophia Centre Press.
Ibrahim, S. S. M. (2021). A corpus-based study of further fables for our time: An ecolinguistic perspective. CDELT Occasional Papers in the Development of English Education, 75(1), 101-
Levesque, S. (2016). Two versions of ecosophy: Arne Næss, Félix Guattari, and their connection with
semiotics. Sign Systems Studies, 44 (4), 511-541.
Ma, Ch., & Stibbe, A. (2022). The search for new stories to live by: A summary of ten ecolinguistics
lectures delivered by Arran Stibbe. Journal of World Languages, 8(1), 164-187.
Micalay-Hurtado, M. A., & Poole, R. (2022). Eco-critical language awareness for English language teaching (ELT): Promoting justice, wellbeing, and sustainability in the classroom. Journal of World Languages, 8(2), 371-390.
Matu, P. M. (2008). Transitivity as a tool for ideological analysis. Journal of Third World Studies, 25(1), 199–211. Retrieved May12, 2023, from
Mingnan, L., & Mengyao, H. (2016). Cross-cultural survey guidelines questionnaire design. Cross-
Cultural Studies, Survey Research, Questionnaires, 8, 150-181. Retrieved from
Naess, A. (1993). Ecology, community and lifestyle: Outline of an ecosophy. Cambridge: Cambridge University Press & Assessment.
Naess, A. (1995). Self-realization. An ecological approach to being in the world. In G. Sessions (Ed.), Deep Ecology for the Twenty-First Century (pp. 225-239). Boston, London: Shambhala.
Naess, A. (2010). The ecology of wisdom: Writings by Arne Naess. Berkeley, CA: Counterpoint.
Paschal, M. J., & Gougou, S. A-M. (2022). Promoting 21st century skills in English language teaching: A pedagogical transformation in Ivory Coast. Global Journal of Educational Studies, 8(2).
Paschal, M. J. (2022). Integrating global citizenship education in higher education in Tanzania: Lessons from the Literature. Global Research in Higher Education, 5(2), 24-43.
Peluso, M. (2020). Environment and language: How language education can contribute to the environmental debate. Venice : Università Ca' Foscari Venezia.
Rodríguez, M. E., & Fortunato, I. (2022). Complex bioethics and ecosophy as planetary ethics: contributions from Potter and Morín towards a more humane education. Revista Tempos e Espaços em Educação, 15(34), 1-14.
Soga, M., & Gaston, K. (2020). The ecology of human–nature interactions. Proceedings of the Royal
Society B. Biological Sciences, 287: 20191882.
Stibbe, A. (2017). Positive discourse analysis: Re-thinking human ecological relationships. In A. F. Fill & H. Penz (Eds.), The Routledge Handbook of Ecolinguistics. London: Routledge.
Stibbe, A. (2021). Ecolinguistics: Language, ecology and the stories we live by. London: Routledge.
Turner, J., & Bailey, D. (2021). “Ecobordering”: Casting immigration control as environmental protection. Environmental Politics, 31 (1), 1-22.
Witoszek, N., & Mueller, M.L. (2017). Deep ecology. Life after life? Global Religions, Culture, Ecology, 21(3), 209-217. Retrieved May 14, 2023, from
Wu, Y. (2018). Ecological discourse analysis. 4th International Conference on Social Science and Higher Education (ICSSHE 2018), 181 (pp. 646-649). Zhengzhou: Atlantis Press China.
Zhou, W. (2022). Ecolinguistics: a half-century overview. Journal of World Languages, 7(3), 462-486.
How to Cite
Shamaieva, I., Paschal, M. J., & Gougou, S. A.-M. (2023). The ECOSOPHY concept in discourses of language education: a cross-cultural perspective. Cognition, Communication, Discourse, (26), 140-151.