Advances in Language and Literary Studies
ISSN: 2203-4714
www.alls.aiac.org.au
Film, Literature, and Education: Trace of Ecopsychology Research in Indonesia
Anas Ahmadi1*, Abd. Syukur Ghazali2, Taufik Dermawan3, Maryaeni2
1Department of Indonesian Language and Literature, State University of Surabaya, Lidah Wetan, East Java, Indonesia
2Department of Indonesian Literature, State University of Malang, 5 Semarang Street, East Java, Indonesia
3Department of Indonesian Literature, State University of Malang (Universitas Negeri Malang), 5 Semarang Street, East Java, Indonesia
Corresponding Author: Anas Ahmadi, E-mail: anasahmadi@unesa.ac.id
ARTICLE INFO
Article history
Received: June 19, 2017
Accepted: August 21, 2017
Published: August 31, 2017
Volume: 8 Issue: 4
Advance access: August 2017
Conflicts of interest: None
Funding: None
Key words:
Ecopsychology,
Film,
Literature,
Education
ABSTRACT
In this study, it is explained about the development of ecopsychology in Indonesia. Related
to that, the research focus are ecopsychology development and ecopsychology concretization
of education in Indonesia. This research uses descriptive-qualitative approach to explain about
ecopsychology in Indonesia. Based on the research results, the findings are as follows. First, the
ecopsychology development in Indonesia has existed and characterized by the research which
is related to ecopsychology. The research about ecopsychology in Indonesia is more likely in
literature, film, and media. Ecopsychology study in psychology or ecology fields do not exist
in Indonesia. Second, the ecopsychology concretization of education in Indonesia appears in
the study of Literary Psychology. In the study of Literary Psychology, ecopsychology is given
to students with stages (1) first stage: initial understanding of ecopsychology; (2) second
stage: understanding of field in ecopsychology; (3) third stage: understanding of literature in
ecopsychology perspective and (4) fourth stage: ecopsychology application in literary study.
INTRODUCTION
History of Ecopsychology Development
The issue of ecopsychology study begins to be popularly dis-
cussed in 1990s. This is marked by the appearance of Roszak
writing, et.al. (1995) that starts on ecopsychology and its
study types. In its further developments, there are writings
that reinforce and sharpen ecopsychology study. Neverthe-
less, it is undeniable that there are other similar fields that
intersect/close to ecopsychology as follows.
First, ecolinguistics (Stibbe, 2015, Schultz, 2001) that
explains about language and environment. This study is
actually not separated from the thought of its predecessor,
namely Sapir (1912: 227) describes that the environment
fact is reflected through the language. Conversely, language
can also be reflected through the environment. Sapir’s view
is a prototype of relational reflection between language and
environment for the successors in the present.
Second, ecocriticism (Glotfelty & Fromm, 1996; Garrad
2004; Clark, 2011; Love, 2003; Estok 2011; Nichols, 2011;
Clark, 2015) that explain about human and environment. If it
is viewed more deeply, ecocriticism is more about ecological
aspect than psychological aspect. The ecocriticism seems to
be in many areas of literary study.
Third, ecological psychology (Winter, 1996: 283) that
discusses “as the study of human experience and behavior
in, its physical, political, and spiritual context, in order to
build sustainable world”. Winter offers principle in relation
to ecological psychology, as follows “(1) the goal of ecolog-
ical psychology is to learn how to develop a sustainable cul-
ture; (2) the psychical world exists, whether we understand
it or not; (3) our knowledge of reality is continually chang-
ing as our political, emotional, and intellectual knowledge
changes; and (4) the connections between systems are more
important than their separations (Winter, 1996: 296-298) “.
Fourth, environmental psychology that discusses about
interaction between individual (human) and natural environ-
ment (Oliver, 2002, Gärling et al, 2002). It shows that envi-
ronmental psychology focuses on environmental influences
on human experience. In contrast, human influences on the
environment, such as factors that affect behavior towards
the environment and encourage humans to be proactive to
the environment (Steg et al, 2013: 2). Canter (1986) calls
environmental psychology is related to human experience
with environment. Therefore, environmental psychology
is close to sociology or social psychology. Environmental
psychology seems very close to ecopsychology, but Reser
insists that ecopsychology is not a variant of environmen-
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Film, Literature, and Education: Trace of Ecopsychology Research in Indonesia
137
tal psychology. Ecopsychology is a “pseudo-science” study
(Reser, 1996: 241).
All these disciplines, whether ecolinguistics, ecocritism,
ecological psychology, ecopsychology, and environmental
psychology have common focus, that is the study of human
relation with environment. Therefore, it can be drawn a firm
line about all discipline because they are still mutually ‘bor-
row’ terms. For example, ecolinguistics borrows the term
from ecocritism or environmental psychology borrows the
term from ecopsychology or vice versa. However, practi-
tioners of each discipline must be able to provide their argu-
ments that are related to their field.
emotions and well-being; (2) how psychological disconnec-
tion relates to the current ecological crisis; and (3) furthering
our understanding of psychological, emotional and spiritual
relationships with nature.
An interesting thing in ecopsychology is the “pseu-
do-science” study (Reser, 1995: 241). Because of the “pseu-
do-science”, ecopsychology study is more open, not (fully)
objective, and “unboundaries”. Thus, observers of nonpsy-
chological disciplines (e.g literature, culture, or education)
may use it for research purpose. In addition to ecopsychol-
ogy journals, there are also websites and colleges that are
related to ecopsychology.
Research Focus
Related to the study of ecopsychology development in Indo-
nesia, the focus of this research is divided into two. First, the
overview of ecopsychology studies in Indonesia. Second, the
ecopsychology concretization of education in Indonesia today.
REVIU OF RELATED LITERATURE
METHODOLOGY
Research Approach
This research uses descriptive-qualitative approach. This ap-
proach is used to explain ecopsychology data in Indonesia
descriptively. In line with Denzin & Lincoln’s (1997) view,
in descriptive-quantitative research, the researcher uses data
interpretation to find result.
Ecopsychology
Roszak, et. al. (1995) is considered as the first generation
or the pioneer of ecopsyhology. This first generation of
ecopsychology is spearheaded by T. Roszak, M. Gomes,
A. Kanner, and R. Greenway. Ecopsychology in the first
generation concentrates on the danger of disconnection be-
tween human and nature and how to restore human’s con-
cern about the nature and environment. Second generation
of Ecopsychology emerges in the 2000s. At this time, there
are ecopsychologists, e.g Fisher, Merrit, Vakoch, and An-
tonov. Ecopsychology at this time concentrates more on the
segmentation of ecopsychology and therapeutic practice re-
search (Fisher, 2013: 167; Davis, 2014: 51-52).
In the second generation of ecopsychology that is called
the period of ecopsychology development, multicultural
ecopsychology emerges. Anthony and Soule (1998: 161) as-
serts that multicultural ecopsychology is a diversity of eco-
psychology in relation to social justice and environmental
justice that creates harmony on earth. As a new discipline in
psychology, ecopsychology is categorized as an interdisci-
plinary discipline (Doherty, 2009: 105; Norton, 2009: 138;)
because it combines psychology and ecology in understand-
ing the environment.
As there are many studies about ecopsychology, there are
also journals about ecopsychology as follows. First, Eco-
psychology (Mary Ann Liebert, Inc.) that emerges in 2009.
Ecopsychology concentrates on articles about (1) physical
and mental health benefits of interacting with nature; (2) bio-
philia; (3) ecotherapy; (4) the psychology of environmental
destruction; (5) science, technology, and the depth of expe-
rience with nature; (6) the rediscovery of the wild; (7) ur-
ban sustainability; (8) indigenous cultures; (9) responsibil-
ity for protecting natural places and other species; and (10)
human-animal interaction. Second, the European Journal of
Ecopsychology (EJE) appears in 2010. EJE concentrates on
articles about (1) effects of the natural environment on our
Instrument
In this study, researchers act as a key instrument. Therefore,
the researcher have to possess a high level of knowledge and
interpretation. They are very necessary so that researcher is
able to find good result and can be scientifically responsibi-
lized.
Data Analysis Technique
In data analysis technique, the researcher performs three
steps, namely (1) recording data about ecopsychology, (2)
data classification, (3) data exposure, and (3) data verifica-
tion. After that, the verification results are triangulated to
maintain the reliability and validity levels.
RESULT AND DISCCUSION
Ecopsychology in Indonesia
In Indonesia, the study of ecopsychology has not been main-
stream. Ecopsychology study in Indonesia are still “inferior”
to the popularity of ecocritic study. There are two arguments
about why ecopsychology in Indonesia is “less” popular than
ecocritic.
First, the ecocritic is closer to the anthropology and so-
ciology fields, whereas ecopsychology is closer to psychol-
ogy. The area of a nthropology and sociology studies are
wider and more desirable than psychology. Therefore, liter-
ary studies (both writen and spoken literature) in Indonesia,
there are many researchers who use the ecocritical approach.
The ecocritical approach is usually associated with environ-
mental ethics, ecofeminism, and environmental destruction.
Secondly, ecopsychology practitioner/expert in Indo-
nesia still does not exist. Thus, ecopsychology study in
Indonesia is still very rare because there is no practitioner.
In addition, supporting literature about ecopsychology, e.g
138
ALLS 8(4):136-140
books, journals, or research in Indonesian language is still
very rare. This is different from ecocritic, ecocritical books
or studies in Indonesia have emerged, for example, Sudikan
(2016) who writes a book of Ekologi Sastra.
Nevertheless, there are several writings on ecopsycholo-
gy in Indonesia that appear in mass media, seminars, maga-
zines, or research.
First, Ahmadi (2015) writes “Ecopsychology dalam Sas-
tra Tiongkok” and it is presented in the National Seminar on
Language, Literature, and Chinese Culture. It is discussed
about the classical Chinese literature that is related to nature.
A lot of classical Chinese literature ‘pick’ wisdom from na-
ture. Therefore, human definitely cannot escape from nature.
Secondly, Ahmadi (2015b) writes Ecopsychology
Literacy, Literature, and articles that discuss about the eco-
psychology literature associated with Indonesian literature
and environmental-themed movie. Ahmadi discusses about
a novel by YB Mangunwijaya which explains a lot about
human life with nature. In the movie context, Ahmadi shows
environmental-themed movies, e.g Dr. Lorax, Wall E, Happy
Feet which tell about interaction of human with the environ-
ment.
Thirdly, Ahmadi (2015c) writes an article of “Memaha-
mi Cerita Rakyat Indonesia melalui Kajian Ecopsychology”.
Ahmadi discusses the Indonesian folklores that have a ten-
dency to relate to biophilia. Ahmadi points out that in Indo-
nesian folklore is more likely to generate a positive value
called biophilia (rather than a negative value[destruction])
called necrophilia in relation to nature, environment (plants
and animals).
Fourth, Ahmadi (2016a) writes article “Literature Re-
search in Indonesia, Ecopsychology Perspective”. Ahmadi
offers an alternative study in Indonesian literature using eco-
psychology approach. He points out that ecopsychology is
included in an interdisciplinary literary study because eco-
psychology is an intersection between psychology and ecol-
ogy. Ecopscyhology approach can be as main umbrella or as
a ‘scalpel’ in analyzing literature.
Fifth, Ahmadi (2016b) writes articles on “Sastra, Ecopsy-
chology, dan Alienasi Lingkungan.” He discusses the link-
age between literature and ecopsychology relating to human
alienation to the environment. He points out that Indonesian
literature also shows human alienation with the environment;
its concretization is in the form of natural and environmental
destructions, animal killings, and natural exploitation.
Sixth. Ahmadi (2016) writes a seminar article on “Eco-
psychology, Green Literature, Nature”. Ahmadi discusses
ecopsychology that relates to the green literature in Indo-
nesia. He points out that the study of green literature abroad
is rife in the 90’s. As in Indonesia, the study of new green
literature is rife around the 2000s.
Seventh, Ahmadi (2017) writes a mass media article
“Melawan Alienasi Lingkungan”. This article is a small part
of the ecopsyhology study. He points out that environmental
issues are not as trendy as political issues. The community
can look at how the community responds when the forest
burns (burned on pupose or burns itself). The forests are ex-
plored completely. It seems like the people are not as panic
as when the price of fuel rises or the racial issue emerging.
In fact, the forest is the future of human. Without the forest,
human beings will be powerless. Imagine, if in the future all
forests are bare, oxygen supply is gone. It will certainly be
the time of human extinction. Or, human only wish to be like
in the kids movie, Dr. Deuss The Lorax (2012), tells Thneed-
ville, a city full of plastic grass, plastic fish, plastic trees, and
plastic flowers. In everyday life, they have to buy oxygen
gallon. The question is, how much money should be spent
to buy oxygen? Studies conducted by Jacoby (2001), White
(2008), and Liddik (2011) show that the environment explo-
ration and exploitation is increasing each year. Environment
exploration and exploitation, according to Cianchi (2015)
calls it “green criminology”. Indonesia is also not free from
the problem of environmental destruction. Hidayat (2016),
Praja (2016), Fauzi, et al. (2010) identify that deforestation
and forest burning in Indonesia are getting worse.
Ahmadi (2015-present) writes his dissertation on “Tipi-
kal Manusia Biophilia dan Necrophilia dalam Novel Indone-
sia: Ecopsychology Perspective.” He writes about the latest
Indonesian novel in which it speaks of biophilian and necro-
philian using ecopsychology as the main framework.
Ecopsychology and its Concretization in Education in
Indonesia
In the Department of Language and Literature of Indonesia,
Universitas Negeri Surabaya, there is Literary Psychology
course. In the course, we provide material about ecopsychol-
ogy. The subject of ecopsychology in Literature Psychology
course is new and is raised in 2015. The details about eco-
psychology material in Literature Psychology course cover
four stages.
The first stage: an early understanding of ecopsycholog
Students discuss history material about the birth of eco-
psychology. Previously, students are asked to prepare rel-
evant materials to ecopsychology. To ease the student un-
derstanding, lecturers provide a draft on ecopsychology. As
for ecopsychology explanation and exploration, students are
asked to independently search for supporting literature (on-
line or print).
The second stage: an understanding of the flow/field o
arable in ecopsychology
Students discuss material about the fields in ecopsychol-
ogy. The fields of ecopsychology, e.g the field of research,
ecopsychology as classified by Davis (2014: 4) is related to
(1) wilderness experiences, (2) ritual (3) indigenous people,
(4) natural spirituality, and (5) an animistic view that the
earth as e live as sentient. Doherty (2010: 203) classifies that
research in ecopsychology is related to (1) emotion, (2) tran-
scendence, (3) mystery, (4) status quo criticism, mysticism,
helplessness and empowerment, and ecocentricity. Roszak
(1995: 5) classifies ecopsychology research in (1) psy-
choecology, (2) global therapy, (3) ecotherapy, (4) green
therapy, (5) earth centerered therapy, (6) re-earthing, (7) na-
Film, Literature, and Education: Trace of Ecopsychology Research in Indonesia
139
ture based psychotherapy, and (8) shamanic counseling. As
for ecofeminism, according to Holloway et. al., (2014) is
also included in e copsychology research. The classification
made by ecopsychologist cannot be separated from the view
that ecopsychology as the main umbrella of the research.
Thus, other relevant fields to ecopsychology are included in
the research branch.
In therapeutic practice field, ecopsychology is used in the
following context. Feral (1998 & 1999) uses ecopsychology
for children therapy; Rhodes (2008) uses ecopsychology in
modern day human therapy through ecospiritual and ecofem-
inism; Wood (2010) uses ecopsychology with ecospiritual
therapy; Burn (2012) & Tudor (2013) use ecopsychology for
ecotherapy that leads to self-therapy; Hafford (2014) uses
ecopsychology for adventure therapy; And Black (2015)
uses ecopsychology for natural therapy of healing.
Third stage: understanding of literature in ecopsychology
perspective
In this section, students in groups are asked to discuss
literature (foreign literature or Indonesian literature) in rela-
tion to ecopsychology. Lecturers provide modeling in litera-
ture forms, either novels, short stories, poems, or dramas in
which are associated with ecopsychology elements.
Students are asked to find the ecopsychology element
contained in the literary work. After that, they (in groups)
are asked to present their discussion results or findings in
front of the class. The other groups respond to their friend’s
presentation.
The fourth stage: ecopsychology application in literary
studies
After understanding ecopsychology ontologically, axio-
logically, and epistemologically, students (individually) are
asked to write literary criticism (over 2000-3000 words) us-
ing an ecopsychology perspective. The literatures sre nov-
els, short stories, poetry, or drama. The students have 7 days
to write articles about literature and ecopsychology. Later,
the lecturers provide ecopsychology feedbacks from the stu-
dents.
Future plan: ecopsychology in Indonesia
Ecopsychology is an interdisciplinary study. Therefore, the
ecopsychology study is an alternative in answering con-
temporary issues that are getting more complex. In Indone-
sia, ecopsychology study can grow rapidly if it meets four
principles, namely (1) researchers who strengthen ecopsy-
chology study in research, book writing, journal writing and
publishing, and formation of ecopsychology associations/
communities; (2) the government provides research assis-
tance related to ecopsychology and provides knowledge on
ecopsychology to the wider community through electronic
or nonelectronic media; (3) for teachers/lecturers, they in-
troduce ecopsychology in learning materials; and (4) the
community learns, initiates, supports, and practices ecopsy-
chology in everyday life.
CONCLUSIONS
Based on the exposure in advance, it can be summarized as
follows. The development of ecopsychology in Indonesia
has existed and characterized by research related to ecopsy-
chology. Ecopsychology research in Indonesia is more likely
to study about literature, movie, and media. The ecopsychol-
ogy in psychology or ecology fields do not exist in Indone-
sia. And then, the ecopsychology concretization of education
in Indonesia appears in the study of Literary Psychology.
ACKNOWLEDGMENT
1. Our thanks to Prof. Budi Darma, Ph.D. (author and liter-
ary critic) who has provided suggestions to sharpen this
paper.
2. Our thanks to Prof. Dr. Setya Yuwana, M.A. (anthropol-
ogist and environmental litteraturer) who has provided
suggestions about literary and environmental literature.
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