Like a swallow, moving forward in circles: on the future dimension of environmental care and education
Journal of Moral Education 41 (3):399-412 (2012)
AbstractAfter the moral framework of sustainable development, the focus on climate change appears to take a lead in the practice and theory of environmental education. Inherent in this perspective is an apocalyptic message: if we do not rapidly change our use of energy resources, we will severely harm the life conditions of our children and grandchildren. In this article we argue that environmental educators should liberate us from this highly instrumental dictate by taking their cue from our daily care for our environment as revealed in child?s play in nature. Inherent in the interaction of the Homo ludens with nature is a spiral time experience. This time condition elicits a particular responsibility: rather than calculating which means are necessary to prevent future disasters, we should respond with care to the concentric circles of an open and indefinite future. Therefore, environmental education should not aim to prevent future disasters, but foster anticipating care for nature
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References found in this work
Phenomenology of Perception.Maurice Merleau-Ponty - 1962 - Atlantic Highlands, New Jersey: The Humanities Press.
Citations of this work
Environmental Education as a Lived-Body Practice? A Contemplative Pedagogy Perspective.Jani Pulkki, Bo Dahlin & Veli-Matti Värri - 2017 - Journal of Philosophy of Education 51 (1):214-229.
Environmental Education as a Lived‐Body Practice? A Contemplative Pedagogy Perspective.Jani Pulkki, Bo Dahlin & Veli-Matti Värri - 2016 - Journal of Philosophy of Education 50 (4).
Love and Social Justice in Learning for Sustainability.Morwenna Griffiths & Rosa Murray - 2017 - Ethics and Education 12 (1):39-50.
Is Formal Environmental Education Friendly to Nature? Environmental Ethics in Science Textbooks for Primary School Pupils in Poland.Beata Gola - 2017 - Ethics and Education 12 (3):320-336.
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