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 education. (...) Alienation from the physical environment is seen as one key element in producing environmental devastation. Consequently, human alienation from nature is seen as closely related to alienation from one's body. It is claimed that through overcoming the dualist alienation of human consciousness from its lived body, we can decrease the alienation of human beings from their environment. Methods of contemplative pedagogy are introduced for addressing alienation. By getting in touch with the tangible lived-body in yoga or mindfulness meditation we reconnect to the material world of nature. Contemplative pedagogy cultivates the body and its senses for learning intrinsic valuation and caring for the environment. Lived-body experience is challenging to conceptualise; we use Maurice Merleau-Ponty's concept of the flesh in our attempt to do so. Finally, this paper suggests some contemplative practices of the lived-body for environmental education. Experiencing the flesh of oneself and the world as one and the same is an environmentally conducive experience that gives value and meaning to the flourishing of all life, human and non-human. (shrink)

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 education. (...) Alienation from the physical environment is seen as one key element in producing environmental devastation. Consequently, human alienation from nature is seen as closely related to alienation from one's body. It is claimed that through overcoming the dualist alienation of human consciousness from its lived body, we can decrease the alienation of human beings from their environment. Methods of contemplative pedagogy are introduced for addressing alienation. By getting in touch with the tangible lived-body in yoga or mindfulness meditation we reconnect to the material world of nature. Contemplative pedagogy cultivates the body and its senses for learning intrinsic valuation and caring for the environment. Lived-body experience is challenging to conceptualise; we use Maurice Merleau-Ponty's concept of the flesh in our attempt to do so. Finally, this paper suggests some contemplative practices of the lived-body for environmental education. Experiencing the flesh of oneself and the world as one and the same is an environmentally conducive experience that gives value and meaning to the flourishing of all life, human and non-human. (shrink)

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 education. (...) Alienation from the physical environment is seen as one key element in producing environmental devastation. Consequently, human alienation from nature is seen as closely related to alienation from one's body. It is claimed that through overcoming the dualist alienation of human consciousness from its lived body, we can decrease the alienation of human beings from their environment. Methods of contemplative pedagogy are introduced for addressing alienation. By getting in touch with the tangible lived-body in yoga or mindfulness meditation we reconnect to the material world of nature. Contemplative pedagogy cultivates the body and its senses for learning intrinsic valuation and caring for the environment. Lived-body experience is challenging to conceptualise; we use Maurice Merleau-Ponty's concept of the flesh in our attempt to do so. Finally, this paper suggests some contemplative practices of the lived-body for environmental education. Experiencing the flesh of oneself and the world as one and the same is an environmentally conducive experience that gives value and meaning to the flourishing of all life, human and non-human. (shrink)

RESUMEN Introducción: La dimensión ambiental constituye un proceso esencial en la formación de profesionales, de modo que en el desempeño de su profesión puedan educar hacia el desarrollo sostenible a las futuras generaciones. Objetivo: Representar en un modelo pedagógico la lógica de la dimensión ambiental en la formación laboral investigativa de los profesionales en la universidad. Materiales y métodos: Se utilizaron métodos teóricos, empíricos y matemáticos-estadísticos. Resultados: Elaboración del modelo pedagógico de dimensión ambiental en la formación laboral investigativa de los (...) profesionales en formación. El modelo está estructurado en tres subsistemas: uno teórico, se centra en la integración de saberes pedagógico ambientales a partir de las relaciones que se establecen entre sus componentes, otro metodológico, el cual resume la proyección ambiental de la formación laboral investigativa y un subsistema procedimental, que manifiesta la instrumentación transformadora ambiental que debe ocurrir en los estudiantes. El modelo aporta una cualidad sinérgica que le imprime identidad, totalidad y contribuye a su autodesarrollo. Conclusiones: Con la elaboración del modelo se revelan nuevas interpretaciones que se manifiestan como relaciones teóricas funcionales surgidas entre los componentes de los subsistemas que lo integran y a la vez, entre los subsistemas como macro componentes. La validación del modelo resultó estadísticamente significativa, mediante la instrumentación de una estrategia pedagógica para la dimensión ambiental en la formación laboral investigativa. ABSTRACT Introduction: The environmental component is an essential process in the training of professionals, that enables them to educate future generations towards sustainable development. Objective: To represent in a pedagogical model the logic of the environmental dimension in the research training of professionals. Materials and methods: Theoretical, empirical and mathematical-statistical methods were used. Findings: The development of the pedagogical model of environmental dimension in research and labor training of professionals. The model is structured in three subsystems: the first focuses on the integration of environmental pedagogical knowledge from the relationships established between its components; the second is of a methodological character and summarizes the environmental projection of research training; whereas the third one is procedural, expressing the environmental transformative instrumentation that must occur in students. The model provides a synergistic quality that consolidates identity, totality and contributes to its self-development. Conclusions: With the elaboration of the model new interpretations are revealed that are manifested as functional theoretical relations arising between the components of the subsystems that integrate it and at the same time, between the subsystems as macro components. The evaluation of the model was statistically significant, through the instrumentation of a pedagogical strategy for the environmental dimension in the research and labor training. (shrink)

The ecohumanist/service-learning approach to environmental education provides a bridge between science and public policy on the one hand, and direct civic action on the other. This pedagogy appears to be a promising way to engage students and to extend the reach of environmental education beyond the classroom. This paper surveys the philosophical context for ecohumanities pedagogy, relates the key moments of teaching such a course, describes specific outcomes, and offers practical advice for those who might wish (...) to try a similar approach to environmental education. (shrink)

Can on-line ‘place-based learning’ be more than a facsimile or ritual? Using a phenomenology of my pandemic practice, I investigate the meaning of ‘place-based learning:’ entertaining Aristotle’s seminal thought on place as a container to venture into contemporary phenomenological inquiries where places and things are not only conceptually implicated by each other, but immanent and potentially powerful elements in learning experiences. Bonnett’s (2021) ecologizing of education shows that authentic forms must be embodied and emplaced in order to open learners to (...) the more in situ, deeply-contextualized and yet ‘transcendental’ and ‘ecstatic’ reception of the more-than-human realm of nature (as what comes-forth, phusis). But this Heideggerian narrative with which I resonate poses challenges for students and place-based educators. Wittgenstein’s philosophical approach, itself modelled on place-based investigation of language (our ‘home city’), draws me back from metaphysical inclinations to dwell constructively on ordinary discourses rooted in educational practices. (shrink)

This book explores interdisciplinary approaches to animal-focused curriculum and pedagogy in environmental education, with an emphasis on integrating methods from the arts, humanities, and natural and social sciences. Each chapter, whether addressing curriculum, pedagogy, or both, engages with the extant literature in environmental education and other relevant fields to consider how interdisciplinary curricular and pedagogical practices shed new light on our understandings of and ethical/moral obligations to animals. Embracing theories like intersectionality, posthumanism, Indigenous cosmologies, and significant (...) life experiences, and considering topics such as equine training, meat consumption and production, urban human-animal relationships, and zoos and aquariums, the chapters collectively contribute to the field by foregrounding the lives of animals. The volume purposefully steps forward from the historical marginalization of animals in educational research and practice. (shrink)

This volume, the first of a two volume set, addresses three major areas in response to the post-Anthropocene: childhood, environment and indigeneity. Each of these areas is broadly addressed in relation to the concerns that have arisen both theoretically and educationally. The author terms these to be encounters as each area presents a particular problematic when addressing the phase change that the planet is undergoing where the anthropogenic labour of global humanity is contributing to climate change, endangering our very existence. (...) There has been a concerted effort to overcome the nature-culture divide in education. The author reviews this development in the first section where there has been a particular emphasis placed on childhood education. In the second section he turns to the pedagogical theories that are attempting to overcome this same divide in environmental and science education. The last section attempts to bring into the conversation the vast literature on Indigeneity and their attempts to revise traditional education to meet these extraordinary times. (shrink)

The article examines two forms of public pedagogies in a rural region of Southwest China—tourism and ethnic songs—to illustrate their contested roles in transforming local relations with natural and built environment. While tourism development daily alters the village landscape by spatial intervention, demolition, and construction, the ‘landscaping’ is both a visual and conceptual device that produces a pleasurable environment as the ‘other’ and signifies what is tourable and what is to be seen. On the other hand, the echoes of the (...) environment and human-nature relations are central elements in ethnic songs that have been sung for centuries as a major music genre to transmit ancestral, historical, and cultural understandings. Indigenous worldviews and ecological awareness are expressed in songs through imitation of nature and worship of various nonhuman forms of life. The paper argues that a nascent environmentalism and ecological significance of the ethnic songs are increasingly oriented towards instrumental development rationality, while at the same time revived and choreographed in staged tourism performances. Both tourism and ethnic songs offer powerful forms of public pedagogies through which to rethink how incommensurable discourses generate new environmental crises by drastically altering not only the vernacular landscape but also local cosmological beliefs. The short-lived developmental zest and the longstanding local ecological consciousness play out complex dynamics in ‘teaching’ the locals and the tourists about the changing environment of rural ethnic China, and the ambiguities and tensions that exist within the notion of sustainable development. (shrink)

What does it mean to teach, live, and imagine one’s futures amidst a global pandemic? How to respond to the reality of unequal and overlapping crises, COVID-19 being one of them? Can alternative understandings of time help us create a more just post-pandemic university? Drawing on environmental humanities, disaster and critical time studies, in conversation with qualitative data, this article theorizes a ‘pedagogy of scale’: a practical and conceptual centering on multiple temporalities and diverse interpretative frames. The analysis (...) argues for the need to attend to overlapping, non-linear, and changeable scales of time, reference, and meaning that students draw on in order to make sense of crises: every crisis, even as unprecedented as COVID-19, is embedded in environmental processes, long-term vulnerabilities and injustices. These overlooked and overlapping scales interweave personal, planetary, and theological notions of time—from ecological deep time to the divine time—meaning, and self. In its focus on asynchronicity, overlap and multiplicity, the analysis extends current theorizations of temporality and crisis in higher education, challenges paradigms of mastery, advocates for epistemic plurality, and embraces decolonial notions of human subjectivity, providing a much-needed critical model for the post-pandemic university. (shrink)

_Environmental Ethics_ provides an accessible, lively, and up-to-date introduction to the central issues and controversies in environmental ethics. Requiring no previous knowledge of philosophy or ethical theory, the book will be of interest to students, environmental scientists, environmental policy makers, and anyone curious to know what philosophers are saying today about the urgent environmental challenges we face. _ The book is divided into two parts. _Part One deals with theoretical issues in environmental philosophy, examining a (...) variety of ethical and environmental theories that provide diverse and thought-provoking perspectives on critical ecological issues. Part Two turns to applied environmental ethics, addressing current debates on topics such as climate change, biodiversity loss, wilderness preservation, responsibilities to future generations, population growth, overconsumption, food ethics, and ecological activism. _ Features include: _ Clear explanations of key concepts and theories that lie at the heart of current debates in environmental ethics. A mix of theory of practice that permits readers to apply diverse theoretical perspectives to key environmental debates. A wealth of pedagogical aids, including chapter summaries, discussion questions, suggested readings, and a glossary of important terms. (shrink)

AbstractIn this article, I examine the pedagogical practices of La Red de Semillas Libres de Colombia, a grassroots national organization that works towards the construction of seed sovereignty. Using participant observation and interviews, I show the epistemic, territorial, and gender dimensions of these practices. I draw from extant scholarship on seed struggles, decolonial feminism, and feminist political ecology to analyze two specific practices: experimentation and demonstration and, visual technology creation, including drawings. I demonstrate how these practices organize territories through collective (...) epistemic gendered labor around seeds. These territories are spaces for community-based power creation that have the potential to advance agrarian and environmental agendas from below. However, they also reflect and embody the enduring character of patriarchy and the challenges it presents to achieve systemic transformations in the Colombian countryside. (shrink)

Broad in scope, this introduction to environmental ethics considers both contemporary issues and the extent of humanity’s responsibility for distant future life. John Nolt, a logician and environmental ethicist, interweaves contemporary science, logical analysis, and ethical theory into the story of the expansion of ethics beyond the human species and into the far future. Informed by contemporary environmental science, the book deduces concrete policy recommendations from carefully justified ethical principles and ends with speculations concerning the deepest problems (...) of environmental ethics. Pedagogical features include chapter outlines, annotated suggestions for further readings, the explanations of key terms when first mentioned, and an extensive glossary. (shrink)

An accessible yet rigorous introduction to the field, Environmental Ethics: Theory in Practice helps students develop the analytical skills to effectively identify and evaluate the social and ethical dimensions of environmental issues. Covering a wide variety of theories and critical perspectives, author Ronald Sandler considers their strengths and weaknesses, emphasizes their practical importance, and grounds the discussions in a multitude of both classic and contemporary cases and examples. FEATURES * Discusses a wide range of theories of environmental (...) ethics, representing their strengths and weaknesses as charitably as possible without advocating for any particular theory, thereby encouraging students to think critically about which views are well justified and which are not * Extensive use of cases and examples links theoretical and practical issues and shows how environmental issues have both social and ecological components; issues covered include climate change, species conservation, ecological economics, consumption, environmental justice, intergenerational justice, genetically modified crops, animal agriculture, population, environmental rights, and food security, among many others * Incorporates both classic and cutting-edge cases and examples; iconic cases include the spotted owl, Bhopal chemical link, and Hetch Hetchy controversies, while contemporary cases include lead contamination of Flint, Michigan's water supply and innovations is conservation genetics, including conservation cloning, deextinction, and gene drives * Covers food ethics--addressing such topics as genetic engineering, food systems, food waste, and eating animals--and technology ethics, reflecting on technological power and the role of technology in creating and responding to environmental issues * Emphasizes the social justice dimensions of environmental problems with chapters on environmental justice, food security, ecofeminism, and more * Includes text boxes that provide extended discussions of cases; thought experiments; additional coverage of theoretical issues discussed in the main text; and exercises that ask students to apply theories or reflect on how theoretical issues intersect with practical problems * Provides numerous pedagogical aids including review questions, discussion questions, key terms and additional reading lists at the end of each chapter, extensive internal cross-referencing, a glossary of key terms and concepts, and more than thirty images, illustrations, tables, and graphs. (shrink)

The second edition of _Environmental Ethics _combines a strong theoretical foundation with applications to some of the most pressing environmental problems. Through a mix of classic and new essays, it discusses applied issues such as pollution, climate change, animal rights, biodiversity, and sustainability. Roughly half of the selections are original essays new to this edition. Accessible introduction for beginners, including important established essays and new essays commissioned especially for the volume Roughly half of the selections are original essays new (...) to this edition, including an entirely new chapter on Pollution and climate change and a new section on Sustainability Includes new material on ethical theory as a grounding for understanding the ethical dimensions of the environment, our interactions with it, and our place in it The text incorporates helpful pedagogy, including extensive editorial material, cases, and study questions Includes key information on recent developments in the field Presents a carefully selected set of readings designed to progressively move the reader to competency in subject comprehension and essay writing. (shrink)

The second edition of _Environmental Ethics _combines a strong theoretical foundation with applications to some of the most pressing environmental problems. Through a mix of classic and new essays, it discusses applied issues such as pollution, climate change, animal rights, biodiversity, and sustainability. Roughly half of the selections are original essays new to this edition. Accessible introduction for beginners, including important established essays and new essays commissioned especially for the volume Roughly half of the selections are original essays new (...) to this edition, including an entirely new chapter on Pollution and climate change and a new section on Sustainability Includes new material on ethical theory as a grounding for understanding the ethical dimensions of the environment, our interactions with it, and our place in it The text incorporates helpful pedagogy, including extensive editorial material, cases, and study questions Includes key information on recent developments in the field Presents a carefully selected set of readings designed to progressively move the reader to competency in subject comprehension and essay writing. (shrink)

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 well as the issues that drive this “radical” action help the development of critical thinking and ethical judgment in students. By analyzing student reflection essays on the film If a Tree Falls: A Story of the Earth Liberation Front, this article draws lessons in ecological citizenship and critical thinking. (shrink)

A world faced with global climate change needs actionable ways to curb its effects. We suggest that Ubuntu philosophy is a way to achieve peaceful coexistence between humans and the ecosystem. From an African perspective, we use Ubuntu philosophy’s concepts to understand how humans can create environmental policies and environmental education pedagogy. We use historical ecology and document review to explore the connections between humans, ecology and Ubuntu philosophy. An understanding of how philosophy and ecology relate is (...) proposed to fill the gap in the cosmological premise between the African person and ecology. The study first sets out a relational model of humans and the ecosystem, then applies the ecology of education to environmental policy formulation. The research demonstrates that humanness with humaneness and collectivism, afro-eco-communitarianism, Ubuntu consensus politics, and Ubuntugogy are concepts underlying how the essence of Ubuntu philosophy can inform an eco-friendly society. The ethno-philo-cological underpinnings help conceptualize these concepts of community. Finally, the study’s conclusion shows how the concepts of Ubuntu philosophy suggest ways to improve environmental education and policy formulation. Climate concerns can be resolved by handing responsibility to the community. (shrink)

This article delves into ecopedagogy, grounded in the work of the Brazilian pedagogue Paulo Freire on popular education and critical pedagogies, to teach students to critically deconstruct the subjectivity and transformability of our world (all humans, human populations) with the rest of Earth (i.e., rest of Nature). As Friere emphasized humans’ unique characteristic of ‘unfinishedness’ with abilities of self-reflexivity through our histories and goal-setting from our dreams, (environmental) pedagogues must teach toward deepened and widened understandings for praxis grounded in (...) socio-environmental justice and planetary sustainability, including disrupting anthropocentricism. This ‘unfinishedness’ has made humans agents of world-Earth unsustainably and dominance in constructing the Anthropocene, but also allows for possibilities of transformation to counter them. I argue that ecopedagogy is essential in disrupting the following falsely taught ideologies that justifies the Anthroposphere: (1) false commonsense that separates environmental and social violence (i.e., socio-environmental violence) and instills anthropocentrism that separates humans from the rest of Nature (i.e., world-Earth distancing); (2) fatalism that extinguishes hope of ending humans’ acts of unsustainable environmental violence; (3) ‘development’ for sustaining hegemony and planetary unsustainability (i.e., Development rather than development); and (4) epistemological dominance that legitimizes the first three ideologies given (e.g., epistemologies of the North). (shrink)

As Cuba achieves one of the lowest per capita ecological footprints in the world, the country’s overshoot day was on 1 December 2019, while some European countries already reach this limit in February (e.g., Luxembourg), monitoring the environmental preferences of the Cuban younger generation may offer valuable behavioral or pedagogical insights into such a society. As accepted standardized measures exist in the scales of 2-Major Environmental Values (2-MEV) and the General Ecological Behavior (GEB), both measures are following the (...) necessary psychometric requirement, as they have the unique advantage of repeated independent confirmation (and thus provide an external validity). These captured 40 items of reported behavior originating in six subscales that total in a single main cover score. The first one (2-MEV) monitors individual biocentric and anthropocentric preferences with a 20 item-set by relying upon these two higher-order factors of “Preservation” (PRE) and “Utilization” (UTL). Although many language versions already exist (33 in the case of the 2-MEV) for verifying validities and reliabilities of both scales, a country such as Cuba may affirm that this is due to expected cultural differences as well as their exceptionally low global footprint. Additionally, neither the individual connectedness with nature nor the diurnal preferences within the linear structural model showed a substantial relationship to PRE or UTL. Nevertheless, all the regression scores follow the expected positive or negative directions, albeit not all the fit scores turned out as satisfactorily. Apparently, the applied measures secure a good basis for measuring the attitudinal and behavioral framework, but will need further fine tuning to completely monitor the environmental preferences of Cuban adolescents. (shrink)

An Ecological Pedagogy of Joy is an interweaving that explores the conduct of pedagogy in these ecologically sorrowful times. Drawing upon our collective experiences as teachers and students, as well as First Nations ancestries and knowledge, ecological images and ideas, and threads of thought from interpretive traditions, our book not only speaks about these matters, but is organized to provide readers with pathways, alternating voices, deep philosophical ventures, and personal and practice examples. This book is a valuable resource (...) for any practicing teacher or education student (graduate or undergraduate) who is interested in exploring emerging ventures into relations, aliveness, and love as keys to the well-being of schools. It also provides examples of how interpretive work can be done in a rigorous and scholarly manner, and carefully threads into this First Nations ideas and practices that enhance and elaborate the pathways we have taken. (shrink)

This paper sketches an emotion-aware model of environmental ethics education. The proposal draws on insights from feminists scholars, moral sentimentalism, as well as work in the pedagogy of discomfort traditions. It identifies and defends four core elements of climate change ethic, noting how they shed new light on the aims and challenges of environmental ethics education.

This important book on Land Education offers critical analysis of the paths forward for education on Indigenous land. This analysis discusses the necessity of centring historical and current contexts of colonization in education on and in relation to land. In addition, contributors explore the intersections of environmentalism and Indigenous rights, in part inspired by the realisation that the specifics of geography and community matter for how environmental education can be engaged. This edited volume suggests how place-based pedagogies can respond (...) to issues of colonialism and Indigenous sovereignty. Through dynamic new empirical and conceptual studies, international contributors examine settler colonialism, Indigenous cosmologies, Indigenous land rights, and language as key aspects of Land Education. The book invites readers to rethink 'pedagogies of place' from various Indigenous, postcolonial, and decolonizing perspectives. This book was originally published as a special issue of _Environmental Education Research. _. (shrink)

This chapter discusses Guattari's ecosophy, placing his work within the extant literature on environmental education and science and technology studies; defining key terms and examining ecosophy as a philosophy radical and encompassing enough to make intelligible the dynamic connections between various fields of existence. It then offers a ‘reading’ of two different pedagogical strategies that have achieved a wide following in the last few decades: direct instruction, and critical pedagogy. Reading these pedagogies through ecosophy allows us to name (...) more fully the troubling assumptions and lacunae of these pedagogical strategies. The chapter also explores connections between individuals, communities, practices, and the nonhuman (material) world. Finally, the chapter argues not only that education is a matter of connection to people and communities, but also that education involves an exploration and reimagining of our connections to things, processes, and living systems. (shrink)

Examining the connections between geontologic and interrelational theories of place counter-mapping practices offers important methodological and pedagogic lessons in environmental sustainability e...

Environmental, Social, and Governance (ESG) investing is increasingly popular (Giese, Lee, Melas, Nagy, & Nishikawa 2019), and is now percolating into sustainability textbooks and pedagogy. This is problematic because many faculty teaching sustainability do not have a background in finance, and thus find teaching ESG challenging. This paper develops pedagogical resources to teach the fundamentals of ESG investing, be that in a Foundations of Sustainable Management course or a Business Ethics course. We do this by developing four learning (...) objectives: (1) Understand the ESG basics, including why ESG investing is important to investors and, for faculty, outlining where it might be appropriately placed in an ethics or introduction to sustainability class, (2) Define ESG Investing and discuss how ESG investing strategies differ from regular investment strategies, (3) Identify the primary methods to choose ESG investments, the related ESG rating systems, and the primary proprietary investment options based on these screening rules, and (4) Identify ESG options available to investors that meet their risk preferences. (shrink)

I consider the case of the “simplest” living beings—bacteria—and examine how their embodied activity constitutes an organism/environment interaction, out of which emerges the possibility of learning from an environment. I suggest that this mutual co-emergence of organism and environment implies a panbiotic educational interaction that is at once the condition for, and achievement of, all living beings. Learning and being learned from are entangled in varied ways throughout the biosphere. Education is not an exclusively human project, it is part of (...) the ancient evolutionary process of elaborating and diversifying the relational possibilities inherent in metabolism that has brought forth our diverse and flourishing world.ed from context, “education” appears as a set of ways in which humans actively engage and take responsibility for the learning outcomes of relationships with each other. Insofar as we consider this distinction absolute rather than a performed construct to be assessed by its consequences, we blind ourselves to the educative dimension of other species as well as our many miseducative engagements with them. If learning processes are inherent and constitutive of ecological communities, education theorists should devote their pedagogical sensitivities and insights to the crucial challenge of developing educative sustainable human–nature relations. (shrink)

This paper is an exploration of evolving ideas, urgencies, and actions that we have experimented with in our teaching of an environmental sustainability subject with pre-service teachers at an Australian university. It is a work in progress. Through this shared educator-student teaching and learning process we feel the tensions of contradictory forces that disrupt the flow of prior teaching as we all become unsettled by hope and reality, grief, and loss, all mixed in with a sense of urgency and (...) tempered by a set of often unimaginative contemporary pedagogical practices. These tensions often resort educators like us, to perpetuate well-worn and critiqued tropes such as how to ‘care for the planet’ through ‘greening’ practices in schools such as recycling and energy conservation. Always inadequate and limited we are experimenting in our pedagogical repertoire with new ways to teach as we could no longer keep up the charade of agitating for change in the same way. In this paper we explore some of the opening and closures that effect environmental sustainability teaching. We consider how through a reimagining of sustainability education with new pedagogical openings of ‘making kin’ we first attend to these emotional tensions as a means of waking up to who we are in the Anthropocene and then find ways to identify relational ethico-onto-epistemologies in our teaching. By disrupting humanist paradigms and embracing critical posthumanist sensitivities the educators and students nuzzle into new ways of knowing and being in the world. (shrink)

It is not possible to date when environmental studies became ‘Environmental Studies’. Nevertheless it has had a turbulent history marked by inconsistency, conflict and change. It is not surprising that at present it lacks disciplinary coherence and is subject to various definitions, often contradictory. There is ongoing speculation as to the cause of this identity crisis: ‘curricular universalism’ (absence of a unifying concept), academic territorialism and pedagogical clashes. I argue that a philosophical inquiry into the role of values (...) in Environmental Studies provides the missing coherence and unity. Further, I argue that environmental problems directly related to deliberate human action are the province of applied philosophy and offer a formal argument to support this claim, and briefly address and dismiss the controversy over the teaching of values. I conclude that Environmental Studies is inherently part of the philosophical enterprise; as such it belongs with the humanities. The discussion takes as its starting point the context of college and university education in the US, but the issues raised have more general relevance. (shrink)

In two different occasions in the twentieth century John Dewey and Maxine Greene stressed the point that educators should attend to ‘what the known demands of us’. Following this dictum, from a critical perspective and with a constructive pedagogical spirit, in this paper we portray a new paradigm for values education that addresses the major challenges to the sustainable futures of young people in the third decade of the twenty first century as well as proposing transformative and empowering educational strategies. (...) Employing the terminology of sustainability in its wider sense, we begin with a widely acknowledged diagnosis of the five major global risks – interconnected and interdependent – that endanger the sustainable future of humanity and nature: environmental, political, social, health, and cultural. We then move to suggest a constructive solution, proposing three conceptual pillars for repairing the world and laying foundation for a thriving sustainable future: (a) Ecohumanism as the paradigm for values education – merging the humanist concern for human dignity, social justice and democracy with the ecological concern for climate stability, biodiversity and environmental sustainability; (b) education of democratic personality and for democratic culture that is holistic and transformative; and (c) a threefold notion of activist pedagogy that addresses the element of cultivating personal agency, empowering political literacy and agency, and engaging students in experiential, holistic, and active teaching-learning experiences. (shrink)

It is not possible to date when environmental studies became ‘Environmental Studies’. Nevertheless it has had a turbulent history marked by inconsistency, conflict and change. It is not surprising that at present it lacks disciplinary coherence and is subject to various definitions, often contradictory. There is ongoing speculation as to the cause of this identity crisis: ‘curricular universalism’ (absence of a unifying concept), academic territorialism and pedagogical clashes. I argue that a philosophical inquiry into the role of values (...) in Environmental Studies provides the missing coherence and unity. Further, I argue that environmental problems directly related to deliberate human action are the province of applied philosophy and offer a formal argument to support this claim, and briefly address and dismiss the controversy over the teaching of values. I conclude that Environmental Studies is inherently part of the philosophical enterprise; as such it belongs with the humanities. The discussion takes as its starting point the context of college and university education in the US, but the issues raised have more general relevance. (shrink)

The central theme and core objective of this comprehensive resource for elementary teachers on climate change and children’s emotions and resiliency is supporting children’s understanding of and respect for the interconnectedness all life: human, animal, plant, and clean air, water, and soil. Its broad social/cultural perspective emphasizes that social and ecological justice are interrelated. Challenging elementary teachers to more explicitly address current environmental issues with students in their classrooms, the book presents a diverse set of topics from a variety (...) of perspectives. Coverage includes descriptions of environmental education pedagogies such as nature-based experiences and place-based studies; peace-education practices; children doing environmental activism; and teachers supporting children emotionally in times of climate disruption and tumult. The pedagogies described invite student engagement and action in the public sphere. Children are represented as ‘agents of change’ engaged in social and environmental issues and problems through their actions both local and global. (shrink)

As organizations place greater emphasis on environmental objectives, business educators must produce the next set of leaders who can champion corporate environmental sustainability initiatives. However, environmental sustainability represents a polarizing topic with some students dismissing its importance and legitimacy. Limited research exists to understand student behavioral influences on sustainability education, especially as it translates to environmental sustainability behavior in the workplace. This gap challenges our ability as educators to understand how to best teach environmental sustainability (...) in order to reach diverse student mindsets. We apply the theory of planned behavior (TPB) to address this gap, investigating the influence of student attitudes, subjective norm, and perceived behavioral control on environmental sustainability intention and behavior. A structural model tested with student survey data finds that student attitude represents the strongest influence on environmental sustainability intention. The model also validates that subjective norm affects sustainability intention with students considering professors along with business leaders and politicians as valid references for sustainability knowledge. To tie the results to effective educational interventions, we use the TPB to organize an extensive review of the sustainability pedagogy literature and identify specific teaching recommendations for increasing the effectiveness of environmental sustainability education. (shrink)

There is little room left for doubt or even debate at the severity of the ecological, indeed planetary crises that we find ourselves in during this period coined the Anthropocene. As educators working in the face of these crises, we have asked ourselves the question ‘how do we carry on?’ We reflect on a set of sensory, multimodal, meditative and arts-based pedagogical activities that bridge the geographical, biological, sociological and environmental dimensions of learning using the concepts from Hannah Arendt (...) and John Dewey, in a higher-education context in Sweden. The first-cycle (undergraduate level) course in which these activities are conducted—Teaching sustainability from a global perspective - engages students in a range of pedagogical activities designed to encourage greater awareness of sustainability issues in diverse educational settings. In this paper we reflect on pedagogical practices as praxis in a sustainability focused course, and use the theory of practice architectures to question what people do in a particular time and place. We explore how educating for the future using multimodal and arts-based pedagogies could be a strategy to support new ways for reconfiguring environmental sustainability education in the Anthropocene. (shrink)

As attention to the pervasiveness and severity of environmental challenges grows, technical universities are responding to the need to include environmental topics in engineering curricula and to equip engineering students, without training in ethics, to understand and respond to the complex social and normative demands of these issues. But as compared to other areas of engineering ethics education, environmental ethics has received very little attention. This article aims to address this lack and raises the question: How should (...) we teach environmental ethics to engineering students? We argue that one key aspect such teaching should address is the tendency of engineers towards technical framing of (social) problems. Drawing then on engineering ethics pedagogy we propose that the competencies of moral sensitivity and critical thinking can be developed to help engineering students with problem (re)framing. We conclude with an example from our teaching that operationalizes these competencies. (shrink)

I designed and executed an environmental ethics course intended to provide a useful product to a municipal partner. In teaching the course I had an opportunity to get concrete experience in experiential teaching. I share my experiences with being a philosopher in an applied program and tie it to the models of experiential learning. My experience indicates that the important work is not the abstract conceptualization or the concrete experience, but the bridging between them.

Pedagogically speaking, how can we best transform a student’s understanding of the environment? To move students to action, and to inspire sustainable lifestyles, environmental educators would do well to consider personal pedagogical approaches, as opposed to merely presenting scientific facts about climate change and species extinction. In this paper, we present the power of myth as a compelling option. We expand on prevailing pedagogies of myth, such as Matthew Farrelly’s approach, and argue that mythical stories taken from Nordic folk (...) traditions, the Hebrew Bible, the New Testament, and the Quran can enhance environmental education by introducing multiple alternative ways of relating to nature, facilitating mutual teacher-student reflections, and by building more responsive relationships with fauna and flora. Building upon Paul Ricoeur’s hermeneutical theory, we contend that the process of imagining sustainable worlds is facilitated by engagement with mythical stories and that the counter-productive imposition of worldviews on students is minimized through critical discussions of relevant learning materials. (shrink)

Experiences of contact with nature in school education might be beneficial for promoting ecological lifestyles and the wellbeing of children, families, and teachers. Many theories and empirical evidence on restorative environments, as well as on the foundations of classical pedagogical approaches, recognize the value of the direct experience with natural elements, and the related psychological and educational outcomes. In this work we present two studies focusing on the contact with nature in outdoor education interventions with primary and secondary school students (...) in Italy. A questionnaire measuring connectedness to nature, psycho-physical wellbeing, pro-environmental attitudes, students’ life satisfaction, pro-social behavior, empathy and anxiety was completed before and after the education program by the participants to the intervention group and by students of a control group. The students in the intervention groups participated in environmental education programs consisting in guided activities in contact with the nature during four visits in one of two natural protected areas. The students in the control groups attended the same schools as the intervention group but they were not involved in the environmental education program. The students in both the groups completed the questionnaire in the same weeks of the year. Findings show that taking part to the outdoor education program has positive outcomes on psycho-physical wellbeing, on connectedness to nature and on pro-social behavior of students in the intervention group, compared to the control group. The implications related to the effectiveness of outdoor education interventions and future directions of research and practice in environmental psychology and education are discussed. (shrink)

This paper is inspired by Anthony Weston’s “What if Teaching Went Wild?” , in which he proposes a radical approach to environmental education, suggesting among other things a stress on “otherness.” Comparing Weston’s proposal to Richard Paul’s concept of the “strong sense” critical thinker, and to Trudy Govier’s rationale for her pedagogy of argument, I suggest that “going wild” in stand-alone critical thinking courses could provide a positive, unsettling push, helping students to reconnect through the otherness of alternative (...) argumentation. (shrink)

This article engages with new materialist posthumanist philosophy to conceptually approach an ethics of outdoor environmental education with the focus on a pupil’s body. Thinking with place-respons...

The essay draws on Michel Serres’ writings on education in order to derive from them a general theory. Though the polyglot philosopher never presented his philosophy of education as a formal system, it was a lifelong concern that he addressed from the perspectives of mathematics and physics; literature and myth; art and aesthetics; justice and the law. Ever elusive in his prose style, Serres was a magnetic and infectious educator who, ironically, and perhaps understandably, did not gain the sort of (...) following enjoyed by other French philosophers with whom he cuts such a contrast. The essay assesses the Serresian pedagogy in three key areas: the mutual translatability of the pedagogies of the humanities and arts versus those of the social and hard sciences; the urgent need for an environmental ethics of education; and the permeation of effective instruction by aesthetics. (shrink)

Eco-Rational Education proposes an educational response to climate change, environmental degradation, and desctructive human relations to ecology through the delivery of critical land-responsive environmental education. -/- The book argues that education is a powerful vehicle for both social change and cultural reproduction. It proposes that the prioritisation and integration of environmental education across the curriculum is essential to the development of ecologically rational citizens capable of responding to the environmental crisis and an increasingly changing world. Using (...) philosophical analysis, particularly environmental philosophy, pragmatism, and ecofeminism, the book develops an understanding of contemporary issues in education, especially inquiry-based learning as pedagogy, diversifying knowledge, environmental and epistemic justice, climate change education, and citizenship education. -/- Eco-Rational Education will be of interest to researchers and post-graduate students of social and political philosophy, educational philosophy, as well as environmental philosophy, ethics, and teacher education. (shrink)

This paper demonstrates the key link between the development of a sophisticated personal epistemology and the concomitant emergent pedagogies of trainee teachers, as identified through research in this area, including empirical engagement with trainees on a PGCE primary teacher training course in the UK. The ensuing review of literature investigates the theoretical and paradigmatic perspectives and aims to theoretically underpin the methods used within the empirical research described. The conclusion is that it is of paramount importance that teacher training institutions (...) allow for the development of exactly these sophisticated personal epistemologies through explicit teaching and exposure to the specific reflective practices discussed in order to promote the best possible outcomes in terms of trainees’ pedagogical understanding and practices when immersed in authentic experiences in situated learning environments on school-based attachments, and retain appropriate levels of control over the contextual, environmental and experiential circumstances that their trainees encounter. (shrink)

Knowledge of pedagogy and social studies content influences a teacher's decision making and helps teachers conduct sound instructional practices despite the influence of high-stakes testing policies. Using national data from the Survey of the Status of Social Studies (S4), this study examined the associations of teachers’ professional characteristics, school environmental factors, and state testing policy on self-reported levels of authority that secondary level social studies teachers (grades 6–12) hold over key classroom tasks. Through hierarchical multiple regression analysis, key (...) findings from this study indicated that greater minority enrollments are associated with lower levels of instructional authority. Teachers who worked in states where a state-mandated social studies test was administered reported less freedom to choose what to teach and how to teach than those in non-testing states. Also, this study showed that in-field status, the type of licensure, and years of teaching experience are important factors in exercising social studies teachers’ instructional authority (e.g., their ability to balance effectively the demands of state-mandated reforms with teaching for meaningful student learning). This study recommends that schools with high minority enrollments, especially if these districts exist in a high stakes testing environment, should invest in teachers with high-quality social studies preparation. (shrink)

This research paper shares findings related to our use of Engaged Philosophical Inquiry with a group of young children as a pedagogical method taken up to extend young children’s thinking about human use of forest parkland and to determine the children’s ontological positions related to environmental sustainability. The study was conducted in a forested area adjoining a ‘living building’ childcare centre. Here researchers, along with a core group of 9-13 children, their teachers, and a Philosopher-in-Residence visited the forest environment (...) on a fortnightly basis over a four-month period from January to May 2016 to explore the forested area, play games and discuss issues related to forest use and human habitation. Video records of the EPI sessions were transcribed and analysed to determine the children’s propositions and related ontological stance across sessions. Findings from this study include: evidence that young children’s views on stewardship are situated within socio-material manifestations of belonging, ownership, and entitlement within the forest; and that absurdities, along with other more traditional EPI and P4C strategies, can be used successfully to playfully challenge young children’s thinking about the rigour of their propositions and to provoke deeper thoughts related to belonging and care. (shrink)

Through established modern theories of design thinking, the internalization of environmental design through studio education is fundamentally a construct of ego-centrism. This fact subsequently inhibits an intersubjective and discursive professional ethic. Alternatively, a pedagogy set within a construct of practical discourse could ground an ethical construction of practice which more accurately reflects the realities of intersubjectivity found in human learning, in the best possibilities of studio education, and in the discursive processes fundamental to environmental design in society.

This article will discuss Paulo Freire’s global influences on environmental pedagogies and argue that ecopedagogical reinventions are essential for ‘quality’ education, as touted in the United Nations Sustainable Development Goal (SDG) #4, for global, all-inclusive ‘development’ that is planetarily sustainable. The politics of how ‘development’ is taught or not taught to be critically read linguistically and dialogically will be problematized through Freire’s work, and reinventions of his work, on ecopedagogy. As Freire was a pedagogue of critical literacy, ecopedagogical literacy (...) widens ‘reading the word to read the world’ (all humans, human populations) to read Earth to read the world as part of Earth. Such reading is not anthropocentric. The article will first describe Freire’s influence on reinventing environmental pedagogies, including education for (un)sustainable development (ESD), with specific discussions on how language of ‘development’ and corresponding (un)sustainability is framed. These influences from Freire will then be discussed through his de/re/constructions of citizenship, utopia and education, and globalization. Throughout the article, I will argue the need for teaching ecopedagogical literacy with ecolinguistics is essential to better understand the politics of language and (non)hierarchical dialogue which influence how ‘development’ goals are constructed, including the SDGs. (shrink)