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  1.  6
    Learning and Loving of Nature in the Anthropocene.Inga Bostad & Dag O. Hessen - 2019 - Studier i Pædagogisk Filosofi 8 (1):28-42.
    What does “belonging to nature” mean today and how can children and young people be inspired to experience this? What basic dilemmas and challenges arise between the requirement for critical thinking on the one side, and the experience of belonging and coexisting in nature on the other? In this article we will scrutinize the ideal of rational arguments and norms as stated in current policy documents and discuss how this best can promote curiosity and wonder, as well as a sense (...)
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  2.  2
    Utdanning og bærekraft.Inga Bostad & Ole Andreas Kvamme - 2019 - Studier i Pædagogisk Filosofi 8 (1):1-5.
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  3.  2
    Den livskraftige barnehagen.Per Ingvar Haukeland & Hanne Lund-Kristensen - 2019 - Studier i Pædagogisk Filosofi 8 (1):69-89.
    The article develops an ecopedagogical-philosophical approach to the creative lifeforce kindergarden as a future kindergarden for a nature-friendly and sustainable development. It draws empirically on an action-research project in Klokkergaarden nature- and culture kindergarden in Drammen, Norway. The focus has been on the good meetings between humans, culture and nature through the three main topics that are to mark kindergardens and schools over the next years: life mastery, democracy and sustainable development. The target group is the leadership and employees of (...)
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  4.  3
    Critical Pedagogy.Helen Kopnina - 2019 - Studier i Pædagogisk Filosofi 8 (1):43-68.
    While environmentalism is often associated with different non-governmental organizations, agencies, movements, institutions, and grassroots groups, one of the least understood types of environmentalism is so-called radical activism. This article will argue that the label of radicalism or even terrorism attached to some forms of environmental activism precludes learning about the causes of environmental crises. Based on the work of Paulo Freire in critical pedagogy and eco-pedagogy, this article supports the position that learning about social and political framing of “radicalism” as (...)
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  5.  3
    School Strikes, Environmental Ethical Values, and Democracy.Ole Andreas Kvamme - 2019 - Studier i Pædagogisk Filosofi 8 (1):6-27.
    The aim of this paper is to contribute to an understanding of the school strikes for climate, initiated in August 2018 by the Swedish student Greta Thunberg, soon to become a global social movement involving hundreds of thousands of students. I examine 10 speeches of Thunberg as recontextualizations of environmental ethical values that have been formulated within the context of United Nations. With this approach, guided by an ethical and educational interest grounded in moral education, and informed by conceptions of (...)
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  6.  2
    Preserving Opportunities to Live Well.Ole Andreas Kvamme - 2019 - Studier i Pædagogisk Filosofi 8 (1):90-100.
    See introduction in the uploaded document.
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