A New Interpretation of “Unity of Knowledge and Action”: A Theoretical Model of Integrating Traditional Cultural Ecological Wisdom into STEAM Education

Yang Li; Haiyu Zhang; Baijun Xie; Xiangqian Zhang; Shirley A. Padua

doi:10.26689/jcer.v9i3.9925

Yang Li School of Educational Sciences, Xingyi Normal University for Nationalities, Xingyi 562400, Guizhou, China
Haiyu Zhang School of Educational Sciences, Xingyi Normal University for Nationalities, Xingyi 562400, Guizhou, China
Baijun Xie Xingyi Siyuan Experimental Middle School, Xingyi 562400, Guizhou, China
Xiangqian Zhang Independent Researcher, Hefei 231533, China
Shirley A. Padua School of Education, Philippine Women’s University, Manila 1004, Philippines

DOI: https://doi.org/10.26689/jcer.v9i3.9925

Keywords: Traditional cultural ecological wisdom, STEAM education, “Unity of knowledge and action”, Interdisciplinary education, Environmental awareness

Abstract

This study constructs a theoretical model integrating traditional cultural ecological wisdom into STEAM education, exploring a new interpretation of the “unity of knowledge and action” concept in modern education. Research shows that incorporating traditional ecological wisdom, such as the harmony between humanity and nature and following the laws of nature, into STEAM education’s curriculum, teaching methods, and practical activities can significantly enhance students’ interdisciplinary knowledge, practical abilities, and environmental awareness. Through data simulation and empirical analysis, the model’s effectiveness is confirmed, demonstrating its significant advantages in improving students’ overall quality and cultivating talents with global perspectives and local sentiments. Innovatively, this study bridges traditional cultural ecological wisdom and STEAM education with “unity of knowledge and action,” offering new insights for educational reform.

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