Stephen Sterling: the whole story – almost

A broad account is given of Stephen Sterling’s learning journey from his early years, describing how his work became informed over time by a relational, systemic or ecological worldview. His experiences up to and beyond the wave of environmentalism of the early seventies is reviewed, and the influence of key books and experiences on his evolving thinking over decades is outlined. His doctoral research on worldview, sustainability and Whole Systems Thinking in relation to society, culture and education - much of it carried out at Schumacher College - is introduced, along with the development of his Seeing, Knowing and Doing model of worldview, or episteme. This model is presented as clarifying the necessary shift from the maladaptive mechanistic/reductive paradigm that is still heavily influential in educational thinking, policy and practice towards a holistic and ecological paradigm necessary for, and appropriate to, our unstable and dangerous ‘VUCA’ times. This shift is seen as a deep learning challenge for the global educational community, so that a re-aligned and re-purposed education may contribute fully to the emerging ecological worldview in wider society. The emergence of this participative worldview is presented as evidence of societal learning and the rise of planetary consciousness in response to clear evidence of polycrisis.