Results for 'environmental education'

998 found
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  1.  18
    Environmental Education as a Lived-Body Practice? A Contemplative Pedagogy Perspective.Pulkki Jani, Dahlin Bo & Värri Veli-Matti - 2017 - Journal of Philosophy of Education 51 (1):214-229.
    Environmental education usually appeals to the students’ knowledge and rational understanding. Even though this is needed, there is a neglected aspect of learning ecologically fruitful action; that of the lived-body. This paper introduces the lived-body as an important site for learning ecological action. An argument is made for the need of a biophilia revolution, in which refined experience of the body and enhanced capabilities for sensing are seen as important ways of complementing the more common, knowledge-based environmental (...)
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  2.  16
    Environmental Education as a Lived‐Body Practice? A Contemplative Pedagogy Perspective.Pulkki Jani, Dahlin Bo & Värri Veli‐Matti - 2017 - Journal of Philosophy of Education 51 (1):214-229.
    Environmental education usually appeals to the students’ knowledge and rational understanding. Even though this is needed, there is a neglected aspect of learning ecologically fruitful action; that of the lived-body. This paper introduces the lived-body as an important site for learning ecological action. An argument is made for the need of a biophilia revolution, in which refined experience of the body and enhanced capabilities for sensing are seen as important ways of complementing the more common, knowledge-based environmental (...)
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  3.  12
    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).
    Environmental education usually appeals to the students’ knowledge and rational understanding. Even though this is needed, there is a neglected aspect of learning ecologically fruitful action; that of the lived-body. This paper introduces the lived-body as an important site for learning ecological action. An argument is made for the need of a biophilia revolution, in which refined experience of the body and enhanced capabilities for sensing are seen as important ways of complementing the more common, knowledge-based environmental (...)
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  4.  1
    Environmental Education and Children's Agency at the Time of the Anthropocene.Anna Kouppanou - 2020 - Journal of Philosophy of Education 54 (4):944-959.
    Journal of Philosophy of Education, EarlyView.
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  5.  38
    Environmental Education and the Discourses of Humanist Modernity: Redefining Critical Environmental Literacy.Andrew Stables & William Scott - 1999 - Educational Philosophy and Theory 31 (2):145–155.
  6.  6
    Environmental Education: Arguing the Case for Multiple Approaches.William Scott - 1999 - Educational Studies 25 (1):89-97.
    This paper develops existing arguments about the need to rethink ways in which environmental education is conceptualised, interpreted and enacted by schools, teachers and students working within their communities. In doing this, it critiques what it sees as the narrowing and constraining influence that socially critical theory has exerted over the field, and calls for multiple approaches, carefully and communally deliberated on, in order to deliver the (environmental) educational goals deemed appropriate and necessary by schools and communities. (...)
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  7.  32
    Environmental Education and Beyond.Michael Bonnett - 1997 - Journal of Philosophy of Education 31 (2):249–266.
  8.  10
    Delivering Environmental Education in Kazakhstan Through Civic Action: Second-Wave Values and Governmental Responses.Dennis Soltys & Dilara Orynbassarova - 2013 - Environmental Values 22 (1):101-122.
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  9.  50
    Justifying Compulsory Environmental Education in Liberal Democracies.Anders Schinkel - 2009 - Journal of Philosophy of Education 43 (4):507-526.
    The need for education for (as opposed to about) sustainability is urged from many sides. Initiatives in this area tend to focus on formal education. Governmental, supra-governmental and non-governmental bodies all expect much of this kind of education, which is to transform children—and through them society—in the direction of sustainability. Due to the combination of great transformative expectations or ambitions and a focus on schooling (the idea of) compulsory environmental education poses potentially severe problems for (...)
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  10.  23
    Environmental Education, Neo‐Liberalism and Globalisation: The ‘New Zealand Experiment’.Michael Peters - 2001 - Educational Philosophy and Theory 33 (2):203–216.
    Remove the world around the struggles, keep only conflicts and debates, dense with men, purified of things, you will have the theatrical stage, most narratives and philosophies, all of the social sciences: the interesting spectacle we refer to as ‘cultural’.Whoever says where the master and the slave are struggling? Our culture cannot stand the world.
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  11.  9
    From Environmental Education to Ecopolitics. Affirming Changing Agendas for Teachers.Barry Bamford - 1999 - Educational Philosophy and Theory 31 (2):157–173.
  12.  55
    Affective Approaches to Environmental Education: Going Beyond the Imagined Worlds of Childhood?Rachel Gurevitz - 2000 - Ethics, Place and Environment 3 (3):253 – 268.
    This paper explores the claims of recent research that suggests that more affective forms of environmental education, drawing upon the contributions of the arts (e.g. creative writing, poetry, art, music and photography), can engage with children's emotions more directly than can approaches based on scientific knowledge. This, in turn, may provide a better route for encouraging individuals to engage in more environmentally sustainable behaviours. The paper challenges some of these claims by considering the ways in which they draw (...)
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  13.  58
    The Importance of Participatory Virtues in the Future of Environmental Education.Matt Ferkany & Kyle Powys Whyte - 2012 - Journal of Agricultural and Environmental Ethics 25 (3):419-434.
    Participatory approaches to environmental decision making and assessment continue to grow in academic and policy circles. Improving how we understand the structure of deliberative activities is especially important for addressing problems in natural resources, climate change, and food systems that have wicked dimensions, such as deep value disagreements, high degrees of uncertainty, catastrophic risks, and high costs associated with errors. Yet getting the structure right is not the only important task at hand. Indeed, participatory activities can break down and (...)
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  14.  3
    Justifying Compulsory Environmental Education in Liberal Democracies.Anders Schinkel - 2009 - Philosophy of Education 43 (4):507-526.
    The need for education for sustainability is urged from many sides. Initiatives in this area tend to focus on formal education. Governmental, supra-governmental and non-governmental bodies all expect much of this kind of education, which is to transform children—and through them society—in the direction of sustainability. Due to the combination of great transformative expectations or ambitions and a focus on schooling compulsory environmental education poses potentially severe problems for governments committed to liberal principles, in particular (...)
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  15.  27
    Post‐Humanist Liberal Pragmatism? Environmental Education Out of Modernity.Andrew Stables & William Scott - 2001 - Journal of Philosophy of Education 35 (2):269–279.
  16.  34
    Environmental Education and Socioresponsive Engineering: Report of an Educational Initiative in Hyderabad, India.Ali Uddin Ansari, Ashfaque Jafari, Ishrat Meera Mirazana, Zulfia Imtiaz & Heather Lukacs - 2003 - Science and Engineering Ethics 9 (3):397-408.
    A recent initiative at Muffakham Jah College of Engineering and Technology, Hyderabad, India, has resulted in setting up a program called Centre for Environment Studies and Socioresponsive Engineering which seeks to involve undergraduate students in studying and solving environmental problems in and around the city of Hyderabad, India. Two pilot projects have been undertaken — one focusing on design and construction of an eco-friendly house, The Natural House, and another directed at improving environmental and general living conditions in (...)
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  17.  12
    Post-Humanist Liberal Pragmatism? Environmental Education Out of Modernity.Andrew Stables & William Scott - 2001 - Journal of the Philosophy of Education 35 (2):269-279.
  18.  16
    Environmental Education, Ethics and Citizenship Conference, Held at the Royal Geographical Society (with the Institute of British Geographers), 20 May 1998.Anna R. Davies - 1999 - Philosophy and Geography 2 (1):82 – 87.
    (1999). Environmental education, ethics and citizenship conference, held at the royal geographical society (with the institute of British geographers), 20 may 1998. Philosophy & Geography: Vol. 2, No. 1, pp. 82-87. doi: 10.1080/13668799908573657.
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  19.  5
    Environmental Education in the Federal Republic of Germany.Günter Eulefeld - 1995 - History of European Ideas 21 (1):17-29.
    Environmental Education is broadly discussed in the Federal Republic of Germany. The different conceptions may be classified as the cognitive, the emotive, the cognitive-experiential and the system-critical model. In the article, the role of institutions in the educational system, dealing with EE, is described. Current activities in empirical research work and some findings on EE in German schools are reported.
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  20.  18
    Environmental Education Projects Conducted at Primary Schools in Turkey.Erdoğan Kaya & Nazlı Gökçe - 2010 - Cultura 7 (2):204-220.
    Projects conducted at primary schools are of great importance in environmental education. In this study, interviews were carried out with teachers who were theparticipants of particular environmental projects. This survey study is conducted through a descriptive research method, namely, semi-structured interviews. The data were analyzed descriptively. The study revealed that teachers felt environmental education projects made various contributions to students, schools, school staff, teachers, parents, and the school environment. However, it was discovered that teachers experienced (...)
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  21.  11
    Environmental education: epistemological premise for higher education.Enrique Loret de Mola López, Dania Pino Maristán & Josefa Nordelo Borlado - 2017 - Humanidades Médicas 17 (3):477-496.
    El presente artículo está dirigido a sistematizar una concepción teórica y metodológica que sustente la formación ambiental en las carreras universitarias cubanas. A partir de la crítica de las fuentes bibliográficas y la observación del proceso formativo en tres carreras, se construye el referido marco teórico. Entre los resultados se destaca el lugar y papel de la formación ambiental en el sistema de la formación integral del profesional. Se caracterizan la integralidad, la complejidad, la funcionabilidad y la espacialidad como rasgos (...)
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  22.  27
    Levinas and Environmental Education.Joy Hardy - 2002 - Educational Philosophy and Theory 34 (4):459–476.
  23.  13
    Environmental Education—Ponderings From Down Under.Gene C. Sager - 2001 - Global Bioethics 14 (1):105-111.
    This article describes and reflects upon Australia's extensive, federally-mandated, environmental education program. This program is based on a National Conservation Strategy which went into effect in 1989. But the program has massive support on the state and local levels as well. In addition to traditional classroom study of the environment and environmental issues, Audtralian Students do composting, re-vegetation of local canyons, and other hands-on activities. In many areas of the students' deatiledreports become the data base for the (...)
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  24.  5
    Seeing Trees: Investigating Poetics of Place‐Based, Aesthetic Environmental Education with Heidegger and Wittgenstein.Jeffrey A. Stickney - 2020 - Journal of Philosophy of Education 54 (5):1278-1305.
    Journal of Philosophy of Education, Volume 54, Issue 5, Page 1278-1305, October 2020.
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  25.  6
    Rethinking Environmental Education with the Help of Indigenous Ways of Knowing and Traditional Ecological Knowledge.Yulia Nesterova - 2020 - Journal of Philosophy of Education 54 (4):1047-1052.
    Journal of Philosophy of Education, EarlyView.
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  26.  25
    Environmental Education, Ethics and Citizenship Conference, Held at the Royal Geographical Society (with the Institute of British Geographers), 20 May 1998.R. J. Berry - 1999 - Philosophy and Geography 2 (1):97 – 107.
    The search for a worldwide environmental ethic is linked to the increase in environmental concern since (particularly) the 1960s, and the recognition that environ mental problems can have a global impact. Numerous people and organizations have put forward their understanding of the necessary components of such an ethic and these have converged in a series of international statements ( Stockholm Declaration on the Human Environment , 1972; World Charter for Nature , 1982; Rio Declaration on Environment and Development (...)
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  27.  5
    Environmental Education and Metaethics.Owen Goldin - unknown
    Contrā Dale Jamieson, the study of the metaethical foundations of environmental ethics may well lead students to a more environmentally responsible way of life. For although metaethics is rarely decisive in decision making and action, there are two kinds of circumstances in which it can play a crucial role in our practical decisions. First, decisions that have unusual features do not summon habitual ethical reactions, and hence invite the application of ethical precepts that the study of metaethics and ethical (...)
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  28.  3
    Environmental education in civil defense as a subject and its expression in higher education.Pedro Juan Núñez Pardo & Jardines García - 2014 - Humanidades Médicas 14 (3):710-727.
    Se realizó una investigación con el objetivo de elaborar actividades que relacionan los elementos teóricos con la práctica desde la asignatura Defensa Civil, para contribuir a la participación de estudiantes universitarios y habitantes de la comunidad "Los Coquitos" en la prevención, mitigación o solución de los problemas ambientales que la afectan. Se aplicó un pre-experimento que permitió comprobar la efectividad de las actividades desarrolladas. Esta propuesta favoreció la vinculación de la escuela con la comunidad desde la protección del medio ambiente. (...)
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  29.  10
    Earth Summit Ethics: Toward a Reconstructive Postmodern Philosophy of Environmental Education.J. Baird Callicott & Fernando J. R. da Rocha (eds.) - 1996 - State University of New York Press.
    An international group of environmental philosophers and educators propose ways universities can produce and promote ecological literacy and environmental ethics.
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  30.  4
    Environmental Education and Philosophical Reflections on Biomimetics. 이상헌 - 2013 - Environmental Philosophy 16:83-107.
  31.  33
    Environmental Education, Wicked Problems and Virtue.Matt Ferkany & Kyle Whyte - forthcoming - Philosophy of Education.
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  32. Environmental Education And Environmental Behaviour In Japanese Students.Kouji Amemiya & Darryl Macer - 1999 - Eubios Journal of Asian and International Bioethics 9 (4):109-115.
     
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  33. Environmental Education and the Philosophy of Education.Thomas A. Brindley - 1977 - Journal of Thought 12 (2):152-9.
     
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  34.  17
    Environmental Education, Ethics and Citizenship Conference, Held at the Royal Geographical Society (with the Institute of British Geographers), 20 May 1998.Cedric Cullingford - 1999 - Philosophy and Geography 2 (1):94 – 97.
  35. Environmental Education and Basic Education.B. A. Day - 1998 - Human Nature: Greencom's Newsletter 3 (2):1.
     
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  36.  5
    Indigenous Environmental Education: The Case of Renewable Energy Projects.Lowan-Trudeau Gregory - 2017 - Educational Studies: A Jrnl of the American Educ. Studies Assoc 53 (6):601-613.
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  37.  1
    Indigenous Environmental Education: The Case of Renewable Energy Projects.Gregory Lowan-Trudeau - 2017 - Educational Studies 53 (6):601-613.
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  38. Environmental Education in the Lake Valencia Watershed.A. Luy - 1997 - Human Nature 2 (2).
     
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  39.  15
    Environmental Education, Environmental Ethics, and Environmental Perceptions of Food Establishment Employees in a Philippine University.Lea Ivy O. Manzanero - 2015 - Philosophy Study 5 (8).
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  40.  33
    Environmental Education to Environmental Sustainability.María Paz Squella Padilla - 2001 - Educational Philosophy and Theory 33 (2):217–230.
  41.  5
    Environmental Education to Environmental Sustainability.Marí Padilla & A. Paz Squella - 2001 - Educational Philosophy and Theory 33 (2):217-230.
  42.  1
    Environmental Education at University Level: Trends and Data.Ada W. Phillips - 1974 - British Journal of Educational Studies 22 (3):366.
  43.  16
    Environmental Education, Ethics and Citizenship Conference, Held at the Royal Geographical Society , 20 May 1998.Stephen Trudgill, Anna R. Davies, John Westaway, Cedric Cullingford, R. J. Berry, Sue Dale Tunnicliffe & Michael J. Reiss - 1999 - Ethics, Place and Environment 2 (1):81-114.
    The search for a worldwide environmental ethic is linked to the increase in environmental concern since the 1960s, and the recognition that environmental problems can have a global impact. Numerous people and organizations have put forward their understanding of the necessary components of such an ethic and these have converged in a series of international statements. A small number of common elements have emerged. These can be expressed in 10 ‘premises’, which may form the basis for developing (...)
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  44.  9
    Environmental Education, Ethics and Citizenship Conference, Held at the Royal Geographical Society (with the Institute of British Geographers), 20 May 1998.Sue Dale Tunnicliffe & Michael J. Reiss - 1999 - Philosophy and Geography 2 (1):108 – 114.
    To date, insufficient work has been carried out on how children view living organisms in the environment. In this study a large number of conversations were audio-taped and transcribed while primary age pupils observed meal worms or brine shrimps (both of which are invertebrates) during science activities. Analysis revealed the ways in which the pupils interpreted what they saw in terms of their prior experience. We discuss the implications of these and others of our findings for school education and (...)
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  45.  24
    Complexity in Environmental Education.Edgar González‐Gaudiano - 2001 - Educational Philosophy and Theory 33 (2):153–166.
  46. Environmental Education, Student Autonomy and the Non-Idolization of Science.David P. Burns & Stephen P. Norris - 2013 - Paideusis: Journal of the Canadian Philosophy of Education Society 21 (1):49-50.
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  47.  17
    Environmental Education, Neo‐Liberalism and Globalisation: The ‘New Zealand Experiment’.Michael Peters - 2001 - Educational Philosophy and Theory 33 (2):203-216.
    Remove the world around the struggles, keep only conflicts and debates, dense with men, purified of things, you will have the theatrical stage, most narratives and philosophies, all of the social sciences: the interesting spectacle we refer to as ‘cultural’.Whoever says where the master and the slave are struggling? Our culture cannot stand the world..
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  48. Environmental Education in India Leading to Ecological Harmony.Sunanda Shastri - 2006 - In Yajñeśvara Sadāśiva Śāstrī, Intaj Malek & Sunanda Y. Shastri (eds.), In Quest of Peace: Indian Culture Shows the Path. Bharatiya Kala Prakashan. pp. 1--234.
     
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  49.  10
    Environmental Education, Ethics and Citizenship Conference, Held at the Royal Geographical Society (with the Institute of British Geographers), 20 May 1998.Stephen Trudgill - 1999 - Philosophy and Geography 2 (1):81 – 82.
  50.  7
    Environmental Education, Ethics and Citizenship Conference, Held at the Royal Geographical Society , 20 May 1998.Stephen Trudgill - 1999 - Philosophy and Geography 2 (1):87-89.
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