Lifelong Learning and Education in Healthy and Sustainable Cities by U.M. Azeiteiro M. AKERMAN W. Leal Filho A.F.F. Setti & L.L. Brandli

Author:U.M. Azeiteiro, M. AKERMAN, W. Leal Filho, A.F.F. Setti & L.L. Brandli
Language: eng
Format: epub
Publisher: Springer International Publishing, Cham

5.2 Intentional Learning

To learn to qualify intentionality means to distinguish the first and second intentions, to understand that there are intentional conflicts between instincts, desires, and rationalizations. According to Malle and Knobe (2001), there are distinctions between desire (wish, hope, want) and intention (decide, plan, intend) that are important in social cognition.

According to Brazilian educator Cortella (2016), ethics reflects the handling of internal conflicts where: “Not everything I want, I can have. Not everything I can have, I should. Not everything I should, I want”.

In this sense, integrative health includes a component of moral well-being in which the level of personal coherence with personal values and principles reflects the intentional guidance of actions in daily life. The more qualified the intentionality, the greater the self-esteem, and better the moral well-being. Moral health demands a non-religious morality based on new perspectives of transcendence and ethical values.

In the project of integrative health promotion, we have adopted the ethics of care and a culture of peace to qualify intentionality. The ethics of care involves the cultivation of self-care, hetero-care of others and communities, and holo-care or caring for planetary ecosystems. This view of care extrapolates the ego and transcends, once again, to the common good.

One of the practical tools used to develop moral health and qualify intentionality is the Code of Personal Integrative Health (CPIH). With this tool people freely choose personal goals related to lifestyle and living conditions changes and write specific clauses that orient actions to change habits or circumstances.

Personal commitment to one’s values is the intrinsic motivation that promotes the transformational results of a CPIH. This level of self-commitment qualifies the intentionality, increases control over health, and brings awareness to the limits of individual and collective change. There is additionally the tool, a code of group integrative health (CGIH), that guides a family’s or collective’s commitments in improving habits or living conditions.

According to Tannahill (2008), beyond scientific evidence and theories, it is essential ethical principles for health improvement. The 21st century will need more studies on intention to cope with the sustainability challenges.

Learning the lifelong qualification of intentionality through coherence with ethical values is one pillar of consciousness education that supports the culture of integrative health and sustainability.

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