Knowledge, values, attitudes, and standards are some of the shared elements within a culture that are passed down from one generation to another. Connectedness to nature is one shared value that can have different meanings for people of different cultures. While cross-culture studies often compare individuals from different countries, this study was based on the understanding that people of different cultural backgrounds can exist within a single country and that cultural background might have an impact on connectedness to nature as measured by the Inclusion of Nature in Self (INS) scale. The study also investigated several other factors that might influence connectedness to nature, including time spent in a natural environment.
The primary aim of the study was to determine if differences in INS can be detected between German students with different cultural backgrounds, including European, Asian, and African backgrounds. Data for this study was based on 1458 fourth graders from 70 different classes in Germany. The participating classes were classified in advance as urban or rural based on their school attendance zones. All of the participating students completed a survey which included the INS, a question about how often they usually go to the forest, and questions about their parents' country of origin.
Results showed that residential area (rural/urban) and cultural background had no effect on INS. Time spent in forests, however, was positively associated with INS. This means that “the less often a child goes into nature, the lower is his/her connectedness to nature and vice versa.” Because the INS describes the extent to which an individual considers himself or herself a part of the natural environment, individual results can be used to predict how actively he or she will work to protect it. “If an individual sees himself or herself completely as a part of nature, the will to protect nature is based on the will to maintain his or her own livelihood. Therefore, INS includes connectedness with nature, caring for nature, and the commitment to protect nature.”
These results suggest that, to promote urban children's connectedness to nature and their commitment to caring for nature, it may not be necessary to provide special, culturally sensitive education programs. One thing the urban children are likely to have in common is the fact that they spend relatively little time in nature. This research suggests that environmental educators would do well to provide genuine nature experiences to foster their connectedness to nature.
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