Co-evolution, Knowledge and Education: Adding Value to Learners’ Options

Studies in Philosophy and Education 28 (1):27-38 (2009)
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The paper adopts the co-evolutionary perspective on the human society/natural environment relationship developed, particularly, by the economist Richard Norgaard. This implies that human environmental knowledge is necessarily dynamic and incomplete. By extension, it is also fragmentary, in the sense that what may hold true when considering particular spatial and/or temporal scales may otherwise be false. The paper briefly explores the implications for rationality and belief, focusing particularly on the powerful role of metaphor in our collective and individual sense-making. The implications of one particular metaphor—that of natural capital—are explored. Tentative conclusions about useful educational design are proposed, drawing on recent research.



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Reasons and Persons.Derek Parfit - 1984 - Oxford, GB: Oxford University Press.
Rationality and Freedom.Amartya Sen - 2005 - Tijdschrift Voor Filosofie 67 (1):182-183.
The Economics of Climate Change.Nicholas Stern - 2007 - Environmental Values 16 (4):532-536.

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