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  1. Like a Swallow, Moving Forward in Circles: On the Future Dimension of Environmental Care and Education.Dirk Willem Postma & Paul Smeyers - 2012 - Journal of Moral Education 41 (3):399-412.
    After 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 (...)
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  • What is an Educational Good? Theorising Education as Degrowth.Alexander H. Jones - 2021 - Journal of Philosophy of Education 55 (1):5-24.
    Journal of Philosophy of Education, Volume 55, Issue 1, Page 5-24, February 2021.
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  • Creating Greener Citizens: Political Liberalism and a Robust Environmental Education.David Stevens - 2014 - Studies in Philosophy and Education 33 (5):545-562.
    Proponents of environmentalist views often urge the teaching of such views and the inculcation of ‘green’ values within the educational curriculum of schools as a key component of achieving their ends. It might seem that modern versions of political morality that refuse to take a stance on controversial questions—religious, ethical, philosophical—or eschew appeal to perfectionist doctrines, such as Rawlsian political liberalism, are beset by a particularly acute difficulty in this regard. To the extent that environmentalist views embody claims about ethical (...)
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  • 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 governments committed to liberal principles, (...)
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  • A Critical Reading of Ecocentrism and Its Meta-Scientific Use of Ecology: Instrumental Versus Emancipatory Approaches in Environmental Education and Ecology Education.Tasos Hovardas - 2013 - Science & Education 22 (6):1467-1483.
  • White Paper Concerning Philosophy of Education and Environment.Chloe Humphreys & Sean Blenkinsop - 2017 - Studies in Philosophy and Education 36 (3):243-264.
    This paper begins with a recognition that questions of climate change, environmental degradation, and our relations to the natural world are increasingly significant and requiring of a response not only as philosophers of education but also as citizens of the planet. As such the paper explores five of the key journals in philosophy of education in order to identify the extent, range, and content of current discussions related to the environment. It then organizes and summaries the articles that were located (...)
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  • Parenting and Intergenerational Justice: Why Collective Obligations Towards Future Generations Take Second Place to Individual Responsibility. [REVIEW]M. L. J. Wissenburg - 2011 - Journal of Agricultural and Environmental Ethics 24 (6):557-573.
    Theories of intergenerational obligations usually take the shape of theories of distributive (social) justice. The complexities involved in intergenerational obligations force theorists to simplify. In this article I unpack two popular simplifications: the inevitability of future generations, and the Hardinesque assumption that future individuals are a burden on society but a benefit to parents. The first assumption obscures the fact that future generations consist of individuals whose existence can be a matter of voluntary choice, implying that there are individuals who (...)
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  • What Do Philosophers of Education Do? An Empirical Study of Philosophy of Education Journals.Matthew J. Hayden - 2012 - Studies in Philosophy and Education 31 (1):1-27.
    What is philosophy of education? This question has been answered in as many ways as there are those who self-identify as philosophers of education. However, the questions our field asks and the research conducted to answer them often produce papers, essays, and manuscripts that we can read, evaluate, and ponder. This paper turns to those tangible products of our scholarly activities. The titles, abstracts, and keywords from every article published from 2000 to 2010 in four journals of educational philosophy were (...)
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  • Citizenship Education and Liberalism: A State of the Debate Analysis 1990–2010.Christian Fernández & Mikael Sundström - 2011 - Studies in Philosophy and Education 30 (4):363-384.
    What kind of citizenship education, if any, should schools in liberal societies promote? And what ends is such education supposed to serve? Over the last decades a respectable body of literature has emerged to address these and related issues. In this state of the debate analysis we examine a sample of journal articles dealing with these very issues spanning a twenty-year period with the aim to analyse debate patterns and developments in the research field. We first carry out a qualitative (...)
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  • Ecological Citizenship and Climate Change Education. 김찬국 - 2013 - Environmental Philosophy 16:35-60.