Perspective 4Learning environment as integrated whole

• Different sub-environments organically part of the whole and interrelated with each other

  (Bronfenbrenner [1994] develops the bioecological paradigm in a more restricted sense with particular reference to the family environment in relation to the wider world, emphasizing the importance of proximal processes in human development.)
  

• Learning ecology based on organic integration of different levels of complex organization to constitute complete and comprehensive whole.

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At the social and national policy level we must typically move beyond the tradition of seeing the Ministry/Department of Education as the sole or even major actor responsible for creating the conditions of learning.

Learning ecology is important to link up with learning processes of which the spatio-temporal frames of reference are different from the ones that for instance determine the school context.

Learning for peace is typically dependent on these other frames of reference.