Eco-Rational Education


Book Description

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.




Educating for Eco-justice and Community


Book Description

We believe in social justice. We support educational reform. Yet unless we reframe our approaches to both, says C. A. Bowers, the social justice attained through educational reform will only lead to more intractable forms of consumerism and further impoverishment of our communities. In Educating for Eco-Justice and Community Bowers outlines a strategy for educational reform that confronts the rapid degradation of our ecosystems by renewing the face-to-face, intergenerational traditions that can serve as alternatives to our hyper-consumerist, technology-driven worldview. Bowers explains how current technological and progressive programs of educational reform operate on deep cultural assumptions that came out of the Enlightenment and led to the Industrial Revolution. These beliefs frame our relationship with nature in adversarial terms, view progress as inevitable, and elevate the individual over community, expertise over intergenerational knowledge, and profit over reciprocity. By making eco-justice a priority of educational reform, we can begin to: democratize developments in science and technology in ways that eliminate eco-racism; reverse the global processes that are worsening the economic and political inequities between the hemispheres; expose the cultural forces that turn aspects of daily life--from education and entertainment to work and leisure--into market-dependent relationships; uplift knowledge and traditions of intergenerationally connected communities; and develop a sense of moral responsibility for the long-term consequences of our excessive material demands. In the tradition of Wendell Berry, David Orr, and Kirkpatrick Sale, Bowers thinks about our place in the natural world and the current economies to show how we can reform education and create a less consumer-driven society.




Transformative Eco-Education for Human and Planetary Survival


Book Description

Transformative eco-education is environmental education that is literally needed to transform and save our planet, especially during the global ecological crises of our present century. Such education demands inner transformation of many deeply rooted ideas, such as the following: the Earth exists merely to provide for human comfort; the extinction or reduction of other species does not matter; we are free to consume or destroy natural resources at will but are safe from destruction ourselves; and the Earth will continue to sustain us, even if we do not sustain the Earth. Unless these concepts are changed, we will increase global warming and add to the ruin of much of the Earth. This book presents powerful ideas for transformative eco-education. At this time of ever-increasing ecological crisis, such education is needed more than ever before. We urge readers to use the ideas and activities in this book with your students, develop them further, and create new conceptions to share with other educators and students. The chapters in this book provide key principles, of which the following are just a few. First, educators can and should prepare students for natural disasters. Second, stories, case studies, the arts, and hands-on environmental experience, all enriched by reflection and discussion, can offer profound learning about ecology. Third, education at all levels can benefit from a true ecological emphasis. Fourth, teachers must receive preparation in how to employ transformative eco-education. Fifth, Indigenous wisdom can offer important, holistic, spiritual paths to understanding and caring for nature, and other spiritual traditions also provide valid ways of comprehending humans as part of the universal web of existence. Sixth, transformative eco-education can be an antidote to not only to environmental breakdown, but also to materialistic overconsumption and moral confusion. Seventh, we can only heal the Earth by also healing ourselves. If we heed these principles, together we can make transformative eco-education a blazing torch to light the path for the current century and beyond.




The Eco-Certified Child


Book Description

While few could dispute the need for Environmental and Sustainability Education (ESE) for children and young people, this book explores the problems inherent in this educational practice. Despite good intentions, the author highlights how ESE can in fact contribute to a (re)production of harmful norms and possible subjectivities by categorizing various groups as ‘threats’ to the environment. The author analyzes how these categorizations are entangled in historical discourses on social class, nationality and race, thus resulting in double gestures of inclusion and exclusion. Even as sustainability and environmental engagement becomes a treasured identity for the affluent, the author highlights that despite the best of intentions, the discourse of ESE can reinforce positions of suborder and superiority, which could even impede real change in the long run. This illuminating book will be of interest to students, scholars and practitioners of sustainability education. Foreword by Thomas S. Popkewitz




Education, the Environment and Sustainability


Book Description

This book tackles questions about the metaphysical and ethical foundations of our concern for our planet, and about educational and pedagogical implications. It pursues answers to urgent questions such as: should educational policy and practice be informed by a concern for nature and the environment for our (human) purposes? Or should we teach and learn for the natural environment in and for itself? Chapters in this volume contribute towards the unmasking and undoing of the various kinds of denialism and pernicious relativism (cultural, moral and epistemological) that have held us in their grip and that continue to thwart attempts to establish a sane and morally sustainable set of relationships between us, human beings, and other animals and the animate and inanimate environment. Education, the Environment and Sustainability provides educators and interested laypersons with tools for critical reflection and interrogation of their own and others’ assumptions, preconceptions, and practices affecting nature and the environment. This volume was originally published as a special issue of Ethics and Education.




Philosophical Inquiry with Children


Book Description

Philosophy in schools in Australia dates back to the 1980s and is rooted in the Philosophy for Children curriculum and pedagogy. Seeing potential for educational change, Australian advocates were quick to develop new classroom resources and innovative programs that have proved influential in educational practice throughout Australia and internationally. Behind their contributions lie key philosophical and educational discussions and controversies which have shaped attempts to introduce philosophy in schools and embed it in state and national curricula. Drawing together a wide range of eminent scholars and practitioners in the field of educational philosophy, this anthology, the first of its kind, provides not only a historical narrative, but an opportunity to reflect on the insights and experiences of the authors that have made history. The collection is divided into three parts. The overarching theme of Part I is the early years of Philosophy for Children in Australia and how they informed the course that the ‘philosophy in schools movement’ would take. Part II focuses on the events and debates surrounding the development and production of new materials, including arguments for and against the suitability of the original Philosophy for Children curriculum. In Part III, key developments relating to teaching philosophy in schools are analysed. This collection of diverse views, critical appraisals, and different perspectives of historical currents is intended to stimulate thought-provoking questions about theory and practice, and to increase general awareness both nationally and internationally of the maturation of philosophy in schools in Australia. It is also intended to encourage readers to identify emerging ideas and develop strategies for their implementation.







Ecologizing Education


Book Description

Ecologizing Education explores how we can reenvision education to meet the demands of an unjust and rapidly changing world. Going beyond "green" schooling programs that aim only to shape behavior, Sean Blenkinsop and Estella Kuchta advance a pedagogical approach that seeks to instills eco-conscious and socially just change at the cultural level. Ecologizing education, as this approach is called, involves identifying and working to overcome anti-ecological features of contemporary education. This approach, called ecologizing education, aims to develop a classroom culture in sync with the more-than-human world where diversity and interdependency are intrinsic. Blenkinsop and Kuchta illustrate this educational paradigm shift through the real-world stories of two public elementary schools located in British Columbia. They show that this approach to learning starts with recognizing the environmental and social injustices that pervade our industrialized societies. By documenting how ecologizing education helps children create new relationships with the natural world and move toward mutual healing, Blenkinsop and Kuchta offer a roadmap for what may be the most potent chance we have at meaningful change in the face of myriad climate crises. Timely, practical, and ultimately inspirational, Ecologizing Education is vital reading for any parent, caregiver, environmentalist, or educator looking for wholistic education that places nature and the environment front and center.




Towards an Eco-Centric Perspective in Education


Book Description

The goals of education all over the world are just about man. Education, through its theory and practice, has helped develop very anthropocentric attitudes in man where he assumes that the other members, especially the biotic community, of the universal ecosystem are subordinate to him. Due to man's anthropocentric attitudes, which are basically destructive in essence, the world has experienced profound and adverse effects which include but not limited to Climate Change, Ozone layer destruction, high rate of desertification, and all sorts of environmental degradation or destruction. This is the tragic dilemma in the world which education must take into account. Education defines the destiny of man in the world and that the world and human beings do not exist apart from each other, they exist in constant interaction. Therefore, the theory and practice of education should be restructured in order to develop eco-centric attitudes; where man appreciates that other forms of life have intrinsic value in their very selves, and that man should relate to other members of the biotic and abiotic community as "equal" partners for mutual benefit.




EcoJustice Education


Book Description

The third edition of this groundbreaking text offers a powerful model for cultural ecological analysis and a pedagogy of responsibility. Authors Martusewicz, Edmundson, and Lupinacci provide teachers, teacher educators, and educational scholars with the theory and classroom practices they need to help develop citizens who are prepared to support and achieve diverse, democratic, and sustainable societies in an increasingly globalized world. Readers are asked to consider curricular strategies to bring these issues to life in their own classrooms across disciplines. Designed for introductory educational foundations and multicultural education courses, EcoJustice Education is written in a narrative, conversational style grounded in place and experience, but also pushes students to examine the larger ideological, social, historical, and political contexts of the crises humans and the planet we inhabit are facing. Fully updated with cutting-edge research, statistics, and current events throughout, the third edition addresses important topics such as Indigenous learning, Black Lives Matter, the Flint Water Crisis, Standing Rock, the rise of fascism, and climate change, and develops EcoJustice approaches to confronting these issues. An accompanying online resource includes a conceptual toolbox, links to related resources, and more.