ethanporcaro/eric-fulltext-meta huggingface dataset:
A Tenth Year Anniversary Retrospect: The Effect of the Halifax Declaration on Canadian Signatory Universities
Author: Wright, Tarah Sharon Alexandra
Date: 2003-00-00
Type: Journal Articles
Subjects: Sustainable Development,Environmental Education,Universities,College Administration,Policy,Conferences (Gatherings),College Role,Leadership,Program Implementation,Questionnaires,Interviews,Foreign Countries

In 1991, sixteen Canadian universities endorsed the Halifax Declaration (HD) at the Conference on University Action for Sustainable Development in Halifax, Nova Scotia. This Declaration recognized the leadership role universities could play in a world at serious risk of irreparable environmental damage and asserted that universities must re-think and reconstruct their environmental policies and practices in order to contribute to environmental sustainability on local, national, and international levels. This study discusses the degree to which initiatives outlined in the Halifax Declaration Action Plan were implemented at signatory universities, identifies emerging patterns in the implementation of Declaration initiatives, and examines the extent to which the Declaration encouraged universities to re-think and reconstruct their environmental policies and practices. (Contains 3 tables.)
Theoretical Formulation and Empirical Investigation of a Conceptual Model of Teachers' Competence in Environmental Education
Author: Daskolia, Maria
Date: 2003-00-00
Type: Journal Articles
Subjects: Foreign Countries,Environmental Education,Secondary School Teachers,Teacher Role,Teacher Competencies,Definitions,Professional Development,Models

This study primarily aimed to suggest a theoretically and empirically valid definition for the construct of teachers' competence in environmental education. The study was designed and developed in two phases. We first attempted to formulate a hypothetical model of teachers' competence in environmental education, based on a specification of the concept of &quot;competence,&quot; an extensive literature review, and analysis of theoretical considerations and proposed frameworks concerning teachers' roles, general competencies and professional development in environmental education. This model was then empirically tested by surveying a nationwide sample of Greek secondary education teachers. The findings of the study indicate a high degree of consensus on the part of the Greek environmental education practitioners concerning the model's content. As far as the model's structure is concerned, we conclude that there should be some alterations in the initially proposed category scheme. (Contains 2 figures, 4 tables and 1 note.)
Making Ethics an Everyday Activity: How Can We Reduce the Barriers?
Author: Jickling, Bob
Date: 2004-00-00
Type: Journal Articles
Subjects: Environmental Education,Ethics,Barriers,Ethical Instruction,Inquiry,Educational Practices,Social Environment,Educational Philosophy,Foreign Countries,Research Methodology,Guidelines,Environmental Research,Ideology

I propose that for ethics to become a normal activity, practiced by citizens on a daily basis, we begin by identifying barriers to this activity. Once things that get in the way have been identified, I examine ways that environmental educators can create conditions for ethics to become part of mainstream practices and processes of inquiry--to become a serious educational endeavor. Some practical examples and suggestions are provided. (Contains 3 notes.)
What if Teaching Went Wild?
Author: Weston, Anthony
Date: 2004-00-00
Type: Journal Articles
Subjects: Environmental Education,Teaching Methods,Ecology,Classroom Environment,Role of Education,Consciousness Raising,Philosophy

Almost by necessity, school cuts us off from the experience of a larger world: from natural rhythms, natural beings, more-than-human flows of knowledge and inspiration. In fact, we could hardly design a worse setting for environmental education! The problem is that, at least for now, we're stuck with it. Part of our challenge is to find ways to work toward and embody a radically different practice and philosophy of (environmental) education within schools as we know them. This paper suggests that even in a traditional classroom it is still possible to unsettle our deeply-felt sense of disconnection from the world, and to begin to reconnect. It may even be possible to make use of school's hyperhumanized and academic setting to this very end. The required pedagogy, however, is rather wild. It is much more personally demanding and unnerving than the usual sorts of pedagogical innovations. The latter part of this paper suggests a series of "everyday and practical" classroom strategies in this new key.
The Three I's for Ethics as an Everyday Activity: Integration, Intrinsic Valuing, and Intersubjectivity
Author: Bai, Heesoon
Date: 2004-00-00
Type: Journal Articles
Subjects: Ethics,Prevention,Intervention,Holistic Approach,World Views,Methods,Interpersonal Relationship,Moral Values,Environmental Education,Social Environment,Foreign Countries,Guidelines,Well Being,Religious Factors

In addressing the theme of ethics as an everyday activity, this essay makes a case for the primacy of preventive ethics over interventional ethics. Preventive ethics aims at creating a condition of viability and wellbeing for all members of the earth community, an ethical ideal that follows from the thesis that all life-phenomena are interconnected and interpenetrating. By sharp contrast, interventional ethics functions to redress the already accrued harm and damage that results from not paying attention, on an everyday basis, to the community members' bio-social-psychic conditions of wellbeing. This essay suggests three interlinked practices for preventive ethics. First, we must integrate the mind/body, self/other, and subject/object. Second, we must learn to value the world intrinsically, as we do in aesthetic appreciation. Third, we must cultivate the art of intersubjectivity in order to counter the prevailing habit of objectifying the other. (Contains 4 notes.)
Everyday Environmental Ethics as Comedy and Story: A Collage
Author: Hickory, Shagbark
Date: 2004-00-00
Type: Journal Articles
Subjects: Comedy,Ethics,Figurative Language,Environmental Education,Ethical Instruction,Holistic Approach,World Views,Social Environment,Ecology,Physical Environment,Story Telling,American Indian Culture

This paper is a collage of voices and ideas that attempts to move us away from an understanding of philosophy as argument and counterargument toward an ecosystemic, or wild, conception of philosophy as story in the mode of comedy. (Contains 4 notes.)
Sustainability and Our Cultural Myths
Author: Chapman, David
Date: 2004-00-00
Type: Journal Articles
Subjects: Environmental Education,Social Structure,Cultural Influences,Misconceptions,Sustainable Development,Conservation (Environment),Ecology,Social Influences

This paper begins by weighing the term sustainability and considering its meaning in "common culture" terms as people outside the academy might understand it. The first implication is that none of our current behaviour meets the simplest criteria of sustainability. The question "why?" is raised. In responding to this question I suggest that our social structure is founded on a number of myths. My view is that these myths provide a useful explanation for the false consciousness in which western culture appears to be lost. I conclude that educational efforts that do not confront the system of myths work against the environment by tacitly supporting the mechanisms and structures that are the causes of environmental problems. I suggest that the U.N. decade for sustainability must be made to work despite critique of the term sustainability. In closing I suggest that confronting the myths addresses only one aspect of a concert of forces that constrain education on behalf of the environment and elaborate some suggestions for new thinking. (Contains 1 table.)
Educating to Care
Author: Mortari, Luigina
Date: 2004-00-00
Type: Journal Articles
Subjects: Constructivism (Learning),Rural Schools,Environmental Education,Phenomenology,Caring,Role of Education,Educational Principles,Program Descriptions,Elementary School Students,Reflection,Student Journals,Discussion Groups,Discourse Analysis,Participant Observation,Participatory Research,Content Analysis,Concept Formation,Learning Strategies,Educational Philosophy,Foreign Countries,Ethics,Ethical Instruction,Holistic Approach,Moral Values,Teaching Methods,Conservation (Environment),Ecology,Natural Resources,Educational Strategies,Outdoor Education,Physical Environment,Experiential Learning,Student Attitudes,Gardening,Values Education

The root of the ecological crisis lies in an ethic of nature consumption. In order to reconstruct our cultural framework, it is necessary to cultivate another ethical approach, an ethic of care. It is the responsibility of school to encourage students to learn how to care for not only the human world, but also for the natural world. This paper is based on the hypothesis that it is possible to develop the ethical disposition to care for by practising an ethic of care in the first person. In the phenomenological-hermeneutic framework, however, it is not sufficient to practice care; students have to be engaged in pondering and interpreting their experience of caring for in order to construct for themselves the meaning of their lived experience. With this in mind, I organized a year long environmental education project for students aged 6 to 10 in a rural school which involved students not only in doing things but also in thinking about their experience. Working from a socio-constructivist perspective, I made use of discussions and reflective writing. This paper presents phenomenological research on this experience. (Contains 5 tables and 2 notes.)
Embracing "Fields of Influence" while Exploring Alternative Paths of Knowledge
Author: Kuiack, Marguerite
Date: 2004-00-00
Type: Journal Articles
Subjects: Ecology,Ornithology,Social Influences,Reputation,Familiarity,Reliability,Interpersonal Relationship,Observational Learning,Perspective Taking,Phenomenology,Teaching Models

This paper uses narrative and reflective methodologies to examine pedagogical practices that enable the production of meaningful relationships. I suggest that the term "fields of influence" encapsulates practices that enable some people to influence relationships with others. The narrative invites readers to consider how the embodied qualities such as care, commitment, familiarity, patience, inclusion, invitation, opportunity, generosity, consistency, deliberate living, contemplation, encouragement, validation, feeling, and etiquette contribute to these pedagogical fields of influence. (Contains 1 note.)
Canoeing the Murray River (Australia) as Environmental Education: A Tale of Two Rivers
Author: Stewart, Alistair
Date: 2004-00-00
Type: Journal Articles
Subjects: Foreign Countries,Geographic Location,Earth Science,Water,Recreational Activities,Marine Education,Outdoor Education,Ecology,Conservation (Environment),Environmental Education,Perspective Taking,Human Geography,Role

The Murray River, lying at the heart of Australia's largest catchment, is used extensively in outdoor education programs in south-eastern Australia. Since European settlement the river's ecological health has declined considerably due to activities such as damming for irrigation and clearing of native vegetation. Colonial notions of how the river ought to behave and be utilized have contributed to the river's transformation physically, ecologically and culturally. In this critical reflection on practice and experiences I discuss two different outdoor education approaches to encountering the Murray: the river as a venue for canoe journeys; and, the river as a place with a unique ecology, declining health and diverse human relationships and impacts. Contrasting these encounters I draw attention to the need for consideration of the epistemological and ontological dimensions of practice that may shape the educational consequences of an experience. (Contains 4 notes.)
Action Competence as an Integrating Objective for Environmental Education
Author: Fontes, P. J.
Date: 2004-00-00
Type: Journal Articles
Subjects: Environmental Education,Foreign Countries,Competence,Case Studies,Professional Development,Educational History,International Education,Teaching Methods,Program Descriptions,Educational Policy,Role of Education,Educational Strategies,Educational Objectives,Educational Principles,Educational Research,Values,Ethics

This paper outlines briefly some of the factors and forces that have led to the multiplicity of approaches to and the dis-integration of the objectives of environmental education. It traces the evolution of the understanding of the concept of action competence, and of its application in environmental education research and practice in Portugal. The comprehensiveness of action competence allows and requires that environmental education integrate separate and sometimes opposed approaches: knowledge, in the form of know-that, about the environment and about society; knowledge, in the form of know-how, of how to act, individually and collectively, to bring about change; and the will to act, will-to, based on affections and values that impel and sustain action. (Contains 4 notes.)
Constructing an Identity: Environmental Educators in Mexico
Author: Amaya, Silvia Fuentes
Date: 2004-00-00
Type: Journal Articles
Subjects: Environmental Education,Masters Programs,Discourse Analysis,Foreign Countries,Identification (Psychology),Educational History,Politics of Education,Teacher Characteristics,Teacher Competencies,Ecology,Political Issues

The environmental education field in Mexico is a relatively new social space characterized by wide discursive proliferation and organized by regional hegemonies. In this context, a plurality of identification processes has taken place. There is not a singular environmental educator identity but a multiplicity of local definitions. In this paper, I focus on the case of the Environmental Educational Masters Program in Mexicali, Baja California from 1993 to 1999, where the ethical definition of environmental educator was naturalized as the sole true one. I trace the beginning of the field of environmental education in Mexico, and the marks of pioneer discourse in the professionalization of environmental education through this program. I use discourse analysis to consider the politics of inclusion/exclusion in a particular ideal of the environmental educator identity. (Contains 3 notes.)
The "Willful Contradiction" of Poststructural Socio-Ecological Education
Author: McKenzie, Marcia
Date: 2004-00-00
Type: Journal Articles
Subjects: Educational Theories,Social Theories,Critical Theory,Feminism,Discourse Analysis,Social Action,Social Justice,Curriculum,Environmental Education,Teaching Methods,Ecology,Role of Education,Educational Principles,Values,Ethics,Educational Philosophy

Many feminists have written about working within a tension between poststructuralist theories and activist work based on more "modern" imperatives associated with "taking a stand" against oppression. These discussions of a praxis of "willful contradiction" are helpful in thinking about the theoretical bases of poststructural approaches to socioecological education, and implications for pedagogy which involves working within/beyond the "theoretic fictions" that comprise our lives. This article explores this terrain, concluding by connecting with previous work in environmental education and related areas of curriculum theorizing, and making recommendations for further investigation of the "willful contradiction" of poststructural socio-ecological education.
Currents in Environmental Education: Mapping a Complex and Evolving Pedagogical Field
Author: Sauve, Lucie
Date: 2005-00-00
Type: Journal Articles
Subjects: Environmental Education,Role of Education,Classification,Curriculum,Problem Solving,Holistic Approach,Critical Theory,Feminism,Theory Practice Relationship,Scientific Methodology,Ethnography,Individual Development,Models,Conservation (Environment),Ecology,Sustainable Development,Educational Strategies,Educational Principles,Educational Philosophy,Values,Ethics,Physical Environment,Humanism,Local Issues,Educational Trends,Educational Environment,Educational History

The purpose of this article is to bring to light and celebrate the richness of the environmental education field, thereby paying homage to the pedagogical creativity of its architects over the course of the last thirty years, as well as to their contribution in reflecting on the meaning, problems and possibilities of our relationship to the environment, and on the role of education in this regard. A typology of the different practical and theoretical propositions is presented, in the form of 15 currents of intervention, enabling a mapping of the pedagogical landscape of environmental education. This cartography offers points of reference for critical analysis of discourses and practices in this educational field. It spreads out a rich diversity of inspiration sources for enriching programs or curricula and for conceiving appropriate strategies. (Contains 2 figures and 3 notes.)
"Cutting Nature's Leading Strings": A Cautionary Tale about Constructivism
Author: Jardine, David W.
Date: 2005-00-00
Type: Journal Articles
Subjects: Constructivism (Learning),Ecology,Self Esteem,Negative Attitudes,Philosophy,Developed Nations,Foreign Policy,Intervention,Developing Nations,Futures (of Society),Global Approach,Democracy

This paper explores some of the historical and political ancestries of constructivism. In it, I suggest that there are dark and potentially ecologically disastrous themes hidden in the happy use of constructivism in contemporary education.
Critical Environmental Education Research: Re-Engaging the Debate
Author: Robottom, Ian
Date: 2005-00-00
Type: Journal Articles
Subjects: Foreign Countries,Environmental Education,Environmental Research,Context Effect,Research Methodology,Reflection,Action Research,Participation

The field of research in environmental education has experienced several changes in orientation in its first 25 or so years. In the period of the 70s and 80s, the most visible approach to environmental education research was clearly applied science in nature. From the late 80s/early 90s there has been a period of intense debate about research in environmental education, in which the patterns of research established in the 70s and 80s came to be reflected upon in a more critical fashion, previously taken for granted assumptions questioned, and a range of new approaches to research identified and critically considered. Methodological debates were engaged, arguments for alternative approaches developed, and critiques presented. This article re-considers some of these arguments in light of recent critique and project research experience, and argues for a recognition of the practical exigencies in conducting project research in real contexts. (Contains 4 notes.)
Making (Some) Sense of Feminist Poststructuralism in Environmental Education Research and Practice
Author: Barrett, M. J.
Date: 2005-00-00
Type: Journal Articles
Subjects: Feminism,Postmodernism,Environmental Education,Educational Research,Theory Practice Relationship,Academic Discourse

Given that feminist poststructuralism disrupts countless notions many of us have been "raised" with, conceptualizing what feminist poststructuralism might mean for understanding and enacting environmental education research and practice can be difficult. This paper articulates understandings and assumptions of poststructuralism and explores how it has enabled me to come to know in a way that I would not otherwise. I am not claiming that feminist poststructural research necessarily produces better knowledge, but that it produces different knowledge than that undertaken by positivist, interpretivist or critical approaches. Linking theoretical discussion to on-the-ground examples, I examine notions of subjectivity, agency and the constitutive nature of discourse. I then discuss what is particularly feminist about this work and finally, close with a brief discussion of how these notions have prompted a shift in the kinds of questions I am asking in my doctoral research. (Contains 6 notes.)
Social Epistemology and Its Politically Correct Words: Avoiding Absolutism, Relativism, Consensualism, and Vulgar Pragmatism
Author: Price, Leigh
Date: 2005-00-00
Type: Journal Articles
Subjects: Epistemology,Social Environment,Environmental Education,Research,Language Usage,Figurative Language

Where social epistemology has been applied in environmental education research, certain words have come to be associated with it, such as, "social," "contextualized," "strategic," "political," "pragmatic," "democratic," and "participatory." In this paper, I first suggest interpretations of these words that potentially avoid absolutism, relativism, consensualism, and vulgar pragmatism. I then identify interpretations that succumb to these problems. To support my argument, I draw on Peircean scholars, critical realist scholars, and scholars who rely on a tranche of metaphor that evoke images of connections, partnerships, webs, and rhizomes. These writers suggest a social epistemology in which in which relationships, not objects, are primary. (Contains 2 notes.)
"Ways of Doing," Learning, Teaching, and Researching
Author: Payne, Phillip
Date: 2005-00-00
Type: Journal Articles
Subjects: Environmental Education,Experiential Learning,Researchers,Phenomenology,Alignment (Education)

This study of a young learner's scientific and artistic "sensibilities" in and about a beach place adds to the evidence base about learning in environmental education while contributing to discussions about "emerging genres" of enquiry. The study pays strong attention to the learner's quest for "coherence" in "coming to know" about the two "ways of knowing" she was expected to compare. It also pays attention to the researcher's search for "congruence" in investigating and representing her learning experiences. This unique study, therefore, aims for "commensurability" between the learner's quest for coherence in learning and the researcher's quest for methodological congruence. The paper concludes with recommendations for pedagogical, curriculum, and research development. (Contains 1 figure and 4 notes.)
A Methodological Proposal for Environmental Education
Author: Foladori, Guillermo
Date: 2005-00-00
Type: Journal Articles
Subjects: Environmental Education,Role,Curriculum,Ecology,Holistic Approach,Sustainable Development,Context Effect,Cost Effectiveness,Pollution,Research Methodology,Social Science Research

This paper discusses methodological criteria for environmental education. The place of environmental education in the curriculum has led to its being considered as a dimension that should cut across different disciplines, instead of offering a corpus of contents by itself. Nevertheless, experience has shown that ecology has systematically filled up the contents of environmental education. In the following pages I try to explain: (a) the reasons why ecology has gained hegemony, as well as the limitations that this approach represents; (b) the place and evolution of the concept of Sustainable Development in relation to the ecological approach; and (c) the methodological importance of the distinction between technical and social relations as a way to improve on the ecological approach. (Contains 2 figures.)