ethanporcaro/eric-fulltext-meta huggingface dataset:
Educating Ecological Citizens of "The Blue Planet"
Author: MacPherson, Seonaigh
Date: 2005-00-00
Type: Journal Articles
Subjects: Role of Education,Educational Philosophy,Economics,Ecology,Group Dynamics,Sharing Behavior,Citizenship Education,Citizenship,Global Approach,Altruism,Ethics,Western Civilization

This paper explores the implications of a renewed model of citizenship and citizenship education developed on the principles of ecology and ecological interdependence. By reframing our community from a human polity to a biotic community, the scope of our citizenship responsibilities shift. While expanding to encompass a global context, this new vision of citizenship deepens our ability to respond--that is, our "response-abilities"--to relationships excluded by the Western Enlightenment tradition of citizenship. Accordingly, drawing back to the Stoics (via Nussbaum) and even beyond Western civilization to Buddhist concepts of universal responsibility, the author presents a program for global ecological citizenship education based on a renewed global form of liberal education; ecological values and ethics; interdisciplinary inquiry; and reflexive practice within a pedagogy of compassion. (Contains 1 note.)
Encountering Paradigmatic Tensions and Shifts in Environmental Education
Author: Mokuku, Tsepo
Date: 2005-00-00
Type: Journal Articles
Subjects: Learning Theories,Environmental Education,Action Research,Workshops,Foreign Countries,Teaching Methods,Program Evaluation,Curriculum Development,Developing Nations,Educational Development,Participatory Research,Participant Observation,Teacher Attitudes,Professional Development,Interdisciplinary Approach,Cultural Context,Culturally Relevant Education,Educational Assessment,Program Descriptions,Educational Policy,Elementary Secondary Education,Educational Strategies,Educational Principles,Educational Philosophy,Values,Interviews,Observation,Environmental Research,National Curriculum,National Programs

In response to environmental degradation, the Lesotho government, in collaboration with the Danish government, introduced an Environmental Education Support Project in schools in 2001. In order to optimise the achievement of the project goals the, Monitoring and Research Team was established to formatively evaluate the project as it unfolded. The principles of action research were to guide the monitoring process. The paper discusses the findings of the early phase of the monitoring process with reference to the project's epistemological commitment to initiate paradigmatic shift, in the context of conceptualizing environmental education and the associated learning theories and teaching approaches through workshops with relevant stakeholders in the school curricula development. It is illustrated that the workshops initiated cognitive tensions and shifts amongst the participants, and that their occurrence was indicative of the interrogation of the positivist paradigm underpinning the education system in Lesotho.
Teachers Working in the Field of Environmental Education: Musings of a Practitioner
Author: Neves, Eloiza Dias
Date: 2005-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teaching (Occupation),Knowledge Base for Teaching,Environmental Education,Teacher Student Relationship,Ethnography

Over the last century, much was researched in the field of Education, be its educational policies or more effective learning strategies. It is only recently that studies have begun to focus on the teachers. This article describes an investigation about how the knowledge of teachers working in the field of Environmental Education is formed, transformed, and accessed. For this purpose, an ethnographical study of their narratives and practices was carried out. With the new century unfolding, it seems relevant to re-evaluate our learning purposes, as Education is considered to be an essential tool for the preservation of life on Earth. As teachers are privileged professionals in this process, elaboration of a new repertoire of professional teaching practices seems pressing. (Contains 2 notes.)
The Centrality of the &quot;Mediation&quot; Concept in the Participatory Management of Water Resources
Author: dos Santos, Irenilda Angela
Date: 2005-00-00
Type: Journal Articles
Subjects: Participative Decision Making,Public Policy,Water,Natural Resources,Citizen Participation,Environmental Education,Nonformal Education,Empowerment,Foreign Countries

This work presents questions related to the viability and the requirements for the implementation of a National Policy of Water Resources in Brazil, and identifies the means to bring about active participation by the population in the management of water resources. While social inequalities may be an impediment to the implementation of full participation, it is argued that facing the problems related to participatory management of water resources is to be dealt with in the field of rationality, and mediation has been chosen as the central theoretical construct to guide the process of environmental education and empowerment through action research. Examples of formal and non-formal environmental education activities are brought from actions developed closely with the Commission for Water Basin Committee of High Maranhao River, Central Brazil. (Contains 2 figures.)
Public Attitudes towards Socio-Cultural Aspects of Water Supply and Sanitation Services: Palestine as a Case Study
Author: Haddad, Marwan
Date: 2005-00-00
Type: Journal Articles
Subjects: Water,Sanitation,Child Health,Foreign Countries,Ethics,Case Studies,Public Opinion,Sociocultural Patterns,Water Quality,Religion,Government Role,Information Dissemination

Identifying and considering public attitudes towards various aspects of water supply and sanitation services by planners and decision makers represent an important developmental element relating to the quality, efficiency, and performance of those services. A sample of 1000 Palestinian adults completed a questionnaire assessing attitudes towards socio-cultural and institutional aspects of water supply and sanitation services. The Palestinian public was found to be an important forward planner, aware of the various problems facing the sector, willing to cooperate and support, critical of current governmental practices and performances in the sector, and highly attached to its religious and ethical values. The study revealed the need of the Palestinian Authority to reset its water supply and sanitation priorities and upgrade and develop not only the water system but also the way of knowing and disseminating knowledge related to water supply and sanitation. (Contains 7 figures.)
&quot;Hanging out in the Schoolground&quot;: A Reflective Look at Researching Children's Environmental Learning
Author: Malone, Karen
Date: 2005-00-00
Type: Journal Articles
Subjects: Research Methodology,Foreign Countries,Environmental Education,Conservation (Environment),Play,Child Behavior,Freehand Drawing,Outdoor Education,Interviews,Teachers,Principals

The authors take a reflective journey to explore the research methodology utilised in a multi-method, multi-site research study of children's environmental learning in schoolgrounds in Australia. Informed by an extensive literature review and dialogue with researchers around the world, the study constructed a research design and procedure that could be utilized by practitioner researchers and academic researchers as the foundation for further research on children's learning in schoolgrounds. This paper has the specific task of sharing our research story and lessons learnt as a conversation to those who intend to conduct future research with children on schoolground greening projects.
Using Drawings to Assess Student Perceptions of Schoolyard Habitats: A Case Study of Reform-Based Research in the United States
Author: Cronin-Jones, Linda L.
Date: 2005-00-00
Type: Journal Articles
Subjects: Playgrounds,Ecology,Freehand Drawing,Measures (Individuals),Student Attitudes,Scoring Rubrics,Academic Ability,Interrater Reliability,Gender Differences

This case study describes the development and field-testing of a research-based scoring rubric for analyzing elementary students' schoolyard habitat drawings. To justify schoolyard learning experiences in U.S. schools, teachers, program evaluators, and others need valid, reliable, and objective assessment tools for determining if, and how, these learning experiences influence students' perceptions and understandings of ecological concepts. Three different raters used the 7-item rubric to evaluate 77 drawings. A high degree of inter-rater score reliability was found and no significant differences were found between scores of different raters. To determine if the rubric could detect measurable differences in drawings made by students of different genders, academic ability levels, and ethnicities, scores were compared and analyzed by subgroup. Results indicate that it is possible to develop a quantitative, easy-to-use tool for analyzing drawings and identifying differences in students' perceptions of their schoolyard habitats. (Contains 2 figures.)
Borderland Voices and Practices: The Ambiguity of Children's Participation in School Grounds Greening
Author: Mannion, Greg
Date: 2005-00-00
Type: Journal Articles
Subjects: Child Safety,Court Litigation,Sustainable Development,Environmental Education,Case Studies,Foreign Countries,Participative Decision Making,Classification,Playgrounds,Campuses

Commentators on children's experience (largely the urban experience of the developed countries) indicate that publicly accessible open space for children is being limited due to commercialization, litigation, fear for children's safety, and changes in lifestyle. One of these open spaces facing change is the school grounds. Evidence is drawn from a Scottish based multiple case study of 22 school grounds projects. One finding is that when participation is a project goal, children can be involved at high levels of decision making and activity but that adults are seen to maintain a strong gatekeeper role. A typology of utopic practice is offered with respect to children's participation in grounds development. The analysis suggests that different project hopes and expectations can have multiple, ambiguous, and sometimes conflicting effects for children--a moot point for proponents of education for sustainable development who consider the need to address real world issues to be a central tenet. (Contains 1 figure.)
Secondary School Students' Participation in School Grounds Improvement: Emerging Findings from a Study in England
Author: Rickinson, Mark
Date: 2005-00-00
Type: Journal Articles
Subjects: Action Research,Student Participation,Foreign Countries,Secondary School Students,Campuses,Environmental Education,Sustainable Development,Case Studies,Facility Improvement,Outdoor Education

In a recent review of school grounds research, Dyment (2004a) highlights a lack of studies on the &quot;process&quot; of school grounds improvement, particularly in the secondary school context. This paper seeks to respond to this gap in the literature by reporting emerging findings from a three-year action research study of six English secondary schools involved in improving their grounds. It focuses particularly on the nature and dynamics of student participation in the process of school grounds improvement. Drawing on in-depth case-study research during the first two years of the programme, we discuss how the schools have been approaching the task of improving their grounds, and what the benefits and challenges have been for the participating students. Against a backdrop of longstanding neglect of secondary school grounds, we hope that this paper will lead to further dialogue in this critical and sometimes forgotten area of practice and research. (Contains 2 figures and 3 notes.)
Capacity Building for School Gardening: A Swedish Case Study
Author: Akerblom, Petter
Date: 2005-00-00
Type: Journal Articles
Subjects: Campuses,Outdoor Education,Gardening,Case Studies,Foreign Countries,Workshops,Stakeholders,Administrators,Cooperation,Environmental Education

This article reflects on experiences from Swedish research on school gardening and greening school grounds. A process-orientated case study in two Swedish cities is discussed, based on future workshops as a platform for situated capacity building in interaction between stakeholders in the in-school context and stakeholders from outside the local school, such as school ground planners and school ground administrators. The case study indicates that using the future workshop as a research method is a way to involve the stakeholders as subjects in the production of new knowledge, which means a collaborative production of both articulated and tacit knowledge. The case study shows that new approaches to school ground management could help a school make its outdoor environment more suitable for educational purposes, including gardening. (Contains 2 notes.)
Breaking New Ground? Reflections on Greening School Grounds as Sites of Ecological, Pedagogical, and Social Transformation
Author: Dyment, Janet E.
Date: 2005-00-00
Type: Journal Articles
Subjects: Foreign Countries,Campuses,Gardening,Outdoor Education,Environmental Education,Inclusive Schools,Social Change,Alienation,Urban Schools,Holistic Approach

In this paper, we explore greening initiatives in school grounds as sites where ecological, pedagogical, and social transformation might be promoted and take place. Reflecting on our evaluations of school ground greening initiatives in Canada and England, we note that these initiatives are often at the margins of young peoples' experiences in schools and that their potential to be truly transformative can go unrealized. A series of tensions are highlighted in addressing a shift towards realizing their potential; these include situating greening school grounds more explicitly within the curriculum and securing broader institutional support. We also identify a more radical option, the repositioning of the kinds of outdoor learning that occurs in green school grounds as the basis of teaching and learning in Sterling's (2004) vision for &quot;sustainable education.&quot;
Religion and Environmental Education: Building on Common Ground
Author: Hitzhusen, Gregory E.
Date: 2006-00-00
Type: Journal Articles
Subjects: Environmental Education,Religion,Religious Factors,State Church Separation,Role of Religion,Educational Theories,Empowerment,Ownership

Environmental educators are beginning to consider how to incorporate religious resources into their curricula. Common concerns about religion pose a challenge for integration, but these concerns are manageable. Reflection on the precursors of environmental citizenship behaviour provides a framework for considering some of the ways that religious elements can enhance environmental education. Furthermore, faith-based environmental education programs have existed for decades, and their practices can suggest some starting points. Abundant ecotheology resources also exist, including environmental policy statements within most denominations. These resources can provide a common ground between religion and environmental education. (Contains 2 figures and 9 notes.)
Reclaiming a Sacred Cosmology: Seyyed Hossein Nasr, the Perennial Philosophy, and Sustainability Education
Author: Beringer, Almut
Date: 2006-00-00
Type: Journal Articles
Subjects: Religion Studies,World Views,Environmental Education,Religion,Sustainable Development,Role of Religion,Islam,Educational Principles,Educational Philosophy,Values,Ethics,Physical Environment,Religious Factors

The question posed by the &quot;Canadian Journal of Environmental Education&quot; volume 11, &quot;where is the place for religion in environmental education?&quot; is rephrased in this essay to become, &quot;where is the place for a religious view of the order of nature in environmental education?&quot; Relying on the writings of Seyyed Hossein Nasr, a proponent of the perennial philosophy and an eminent scholar of Islam and comparative religion, I use this paper to explore the notion of a religious order of nature and, in extension, sacred cosmology as an alternative worldview on the pathway toward sustainability. I maintain that environmental education, in particular, and environmental studies, more generally, bear responsibility to re-introduce, on a cultural level and global scale, lost dimensions of a religious-spiritual knowledge of nature. This includes reclaiming environmental ethics embedded in timeless metaphysical, epistemological, and ontological understandings of the cosmos, and validating non-scientific ways of knowing. To ensure true and lasting progress toward sustainability, it seems vital to address the global crisis of unsustainability more seriously as a crisis of worldview, and to strengthen a consequent transformation of perception. Providing alternative world-views which hold promise for sustainability, with environmental education charting the path toward a paradigm shift, is particularly critical in the United Nations Decade of Education for Sustainable Development, which so far is mostly silent on the deepest dimensions of unsustainability. (Contains 4 figures and 1 note.)
Deep Ecology Education: Learning from Its Vaisnava Roots
Author: Haigh, Martin
Date: 2006-00-00
Type: Journal Articles
Subjects: Ecology,Ethics,World Views,Religious Factors,Role of Religion,Asian Culture,Environmental Education,Role of Education,Educational Philosophy,Values,Physical Environment

Deep ecology arises from the personal intuition that one's self is part of the world's environmental wholeness. This awareness may be constructed upon scientific foundations but it is more commonly thought a spiritual concept. Deep ecology pedagogy emerges from its three-step process of ecological Self-realization. This paper traces the roots of the ecological Self through the work of deep ecology's founder, Arne Naess, and his studies of Gandhian philosophy to its foundations in Gandhi's Vaisnava religion. These foundations include the Vaisnava goal of Self-realization, and the scriptural three steps of Lord Vishnu and His Vamana avatar. Vaisnava ethics such as humility, non-harming, non-possession, simple living, and devotional service helped inspire the Gandhian political economy of permanence called "sarvodaya," which still influences thinking in the environment and peace movements.
Under the Sign of Saint Francis: Catholics, Ethics of Responsibility, and Environmental Education
Author: Salomone, Mario
Date: 2006-00-00
Type: Journal Articles
Subjects: Catholics,Ethics,Responsibility,Environmental Education,Ecology,World Views,Religious Factors,Justice

Catholics increasingly appear to agree with the most passionate defenders of the environment. The ecological problem for Catholics is essentially moral: it comes down to respecting the value of life and the beauty of the cosmos, practicing meekness, and controlling one's desire for dominion. This point was stressed a great deal by John Paul II, who urged for an "ecological conversion" and denounced the "anthropological error" of an arbitrary use of the earth. The human responsibility also translates into educational recommendations and concrete practices: given that modern society will find no solution to the ecological problem unless it takes a serious look at lifestyle, an education in ecological responsibility becomes essential and entails a genuine conversion in thought and behaviour. (Contains 2 notes.)
Finding the Right Kind of Awe and Wonder: The Metaphysical Potential of Religion to Ground an Environmental Ethic
Author: Ashley, Martin
Date: 2006-00-00
Type: Journal Articles
Subjects: Conservation (Environment),Ethics,Religious Factors,Environmental Education,Sustainable Development,Attitudes,Resistance to Change,Consumer Economics,Judaism,Christianity

This paper argues that an anthropocentric fallacy permeates thinking within both technological and ecological approaches to environmentalism. In consequence, sustainable development is an incoherent concept through the weakness of its anthropocentric ethical grounding. Using the Judaeo-Christian tradition as an example, this paper examines the degree to which religion can be an alternative means of grounding an environmental ethic outside anthropocentrism. It concludes that, though religion can also be corrupted by anthropocentrism, insights gained through theology ought not to be wholly dismissed.
I'm an East Coast Kid: Surfing the Waters of Spirituality and Place
Author: Mueller Worster, Anneliese
Date: 2006-00-00
Type: Journal Articles
Subjects: Environmental Education,Religious Factors,Indigenous Knowledge,Spiritual Development,Place of Residence,Affective Behavior,Cognitive Development,Socialization

The purpose of this paper is two-fold: (a) to deepen environmental educators' understanding of the possibility and process of developing a sense of place in a transient culture, and (b) to encourage all environmental educators to explore their sense of place transformations. A personal anecdote of a rooted New England surfer and educator who transplants to Hawai'i is followed by a thorough description of the three major steps necessary for spiritual, cognitive, and affective learning that lead to a locally based ecological and social identity; a new sense of place. The theory of sense of place, Indigenous ways of developing identities associated with place, and of the spirituality of letting go are interwoven throughout the discussion.
Toward an Interdisciplinary Understanding of Place: Lessons for Environmental Education
Author: Ardoin, Nicole M.
Date: 2006-00-00
Type: Information Analyses
Subjects: Environmental Education,Holistic Approach,Cultural Influences,Social Influences,Political Issues,Interdisciplinary Approach

Sense of place is lauded as critical to developing an environmentally conscious and responsive citizenry. Calls for place-based education have often arisen from an emotional plea to reconnect to the land, become rooted, and conserve natural places. However, in reality, sense of place encompasses a multidimensional array that is not only biophysical, but also psychological, sociocultural, political, and economic. This paper reviews the sense-of-place literature and argues for an integrated, holistic view of place, particularly as it applies to environmental education. Recognizing these interconnected dimensions encourages environmental education that more effectively, practically, and honestly integrates sense of place with real-world issues of environmental learning, involvement, action, and community-based conservation. (Contains 1 figure and 4 notes.)
Wild Becomings: How the Everyday Experience of Common Wild Animals at Summer Camp Acts as an Entrance to the More-than-Human World
Author: Watson, Gavan P. L.
Date: 2006-00-00
Type: Journal Articles
Subjects: Foreign Countries,Animals,Children,Resident Camp Programs,Summer Programs,Outdoor Education,Environmental Education,Geographic Location,Role,Reflection,Interpersonal Relationship,Familiarity,Ethnography

This paper describes the partial results of a research project which investigated conceptions of nature and the role of place in environmental education in children who attended Camp Arowhon. Through interviews and observations, utilizing a hybrid research drawing from phenomenography and ethnography, local common wild animals emerged as playing an important role in campers' embodied connection to place. Through structured &quot;nature programs&quot; and unstructured &quot;free-play,&quot; campers discovered and increased their familiarity of common local animals. Using the deleuzeoguattarian concept of &quot;becoming,&quot; these interactions are proposed to serve as a starting point through which a child can move on to engage with increasingly abstract aspects of the natural world. Implications for urban environmental education, where these children spend the majority of their year, are discussed. (Contains 3 tables and 7 notes.)