共查询到20条相似文献，搜索用时 31 毫秒
1.
Daniella Tilbury 《Environmental Education Research》1995,1(2):195-212
The history of environmental education reveals a close connection between changing concerns about the environment and its associated problems and the way in which environmental education is defined and promoted. In the 1990s, mounting concern over environment and development problems has meant greater support for an educational approach, which not only considers immediate environmental improvement as an actual goal, but also addresses educating for ‘sustainability’ in the long term. Although some education literature has embraced this new focus of environmental education for sustainability (EEFS), it has failed to outline the essence of this approach and has neglected questions about how it differs from the environmental education of the 1980s. No document exists to date which translates the goals of EEFS into guiding principles for its development in schools. Essentially, EEFS needs further definition. This paper is an attempt to engage the debate about what constitutes this new focus of environmental education and how it may differ from conventional approaches to environmental education. 相似文献
2.
Anne Chick 《The International Journal of Art & Design Education》2000,19(2):161-169
The first part of this paper argues that higher education (HE) institutions have an obligation to nurture sustainable development awareness. This is viewed against the UK Government's recommendation and guidance on sustainable development education. In particular, this focuses on the Government's sustainable development education specification for design education and the challenge this poses to UK tertiary design education. The concluding part of this paper discusses the emergence of new design dialogues, which are grappling with the task of synthesising the precepts of sustainable development with the ‘act of designing’. This has led to discourse on the need for defining viable strategies that invent new forms of design education and practice and for the provision of new professional choices to students. This paper takes into account the evolution of language in this educational subject area, from ‘environmental education’, to ‘environment and development education’, to ‘education or learning for sustainability’. The desired outcome of learning for sustainability is often expressed as ‘responsible global citizenship’. At the moment some of these terms are interchangeable. For my purposes, the term ‘sustainable development education’ will be used though out, unless for historical accuracy or specific reasons. 相似文献
3.
Cate Watson Anna Wilson Valerie Drew Terrie Lynn Thompson 《Assessment & Evaluation in Higher Education》2017,42(7):1030-1045
In this paper, we present an in-depth case study of a single student who failed an online module which formed part of a master’s programme in Professional Education and Leadership. We use this case study to examine assessment practices in higher education in the online environment. In taking this approach, we go against the current predilection for Big Data which has given rise to ‘learning analytics’, a data-intensive approach to monitoring learning. In particular, we draw attention to the model of the learner produced by learning analytics and to issues of ‘dataveillance’ in online learning. We also use the case to examine assessment in higher education more broadly, exploring the tensions between the requirements for certification and the need for learning. We conclude that assessment practices in higher education may have more to do with ‘quality assurance’ and regulatory frameworks than with ‘enhancing the student experience’ and inculcating the qualities that mark out higher education as an ethical project. 相似文献
4.
The concept of ‘cycles’ could be an integrative one for learning about environmental issues within several school subject areas. This concept is the subject of this study with the following question: what are the ideas secondary school students associate with the word ‘cycles’ before instruction? Students formulate their associations on the stimulus word ‘cycles’ in terms of the school subject areas ‘biology’ and ‘environment’ more than in terms of the subject areas geography or other sciences. In their formulations a restricted number of cycle ideas, relevant for the use of cycles as an integrative concept in environmental education, occurs. Possibilities for making use of the concept of cycles in lower and higher secondary environmental education are discussed. 相似文献
5.
David Hartley 《教育政策杂志》2013,28(4):423-434
Personalisation is an emerging ‘movement’ within education. Its roots reside in marketing theory, not in educational theory. As a concept it admits a good deal of confusion. It can refer either to a new mode of governance for the public services, or it qualifies the noun ‘learning’, as in ‘personalised learning’. The concern here is with its intellectual affinity to child‐centred education, one which the government in England has strongly denied. On balance, the government’s view of personalisation is not of a piece with what may commonly be regarded as child‐centred education. But the strong semantic accord between the terms ‘personalisation’ and ‘child‐centred education’ provokes a question: why does the government not provide a term which unequivocally distinguishes its current ‘vision’ for education from child‐centred education? By retaining the term personalisation, the government purports to do two things: first, because of its focus on personalised ‘tailored’ needs and co‐produced solutions, it adapts education even further to a consumerist society; and second, because the term personalisation strikes a chord with the discourse of child‐centred education, it blurs the fact that little to do with pedagogy or with curriculum has in fact been changed. The term personalisation generates a nostalgic appeal to better times long gone. 相似文献
6.
John Gough 《Education and Information Technologies》2000,5(2):133-142
Sometimes in curriculum development, and everyday usage, a new term, or new piece of jargon, springs into common use, and everyone seems to know what it means, yet no one can give a clear definition of just what it signifies in practical terms. Moreover, being ‘new’, we might reasonably expect that anyone using such a term would also be able to explain how it is different from any older terms, and how the ‘new’ parts of the meaning relate to older meanings. But often the sheer newness of the term is so attractive to those who use it that they do not pause and try to make any sensible connection with earlier ideas. These had once themselves been new, and had been for years taken for granted, yet are now pushed aside without a second thought, largely because the new term arrives with a sense of compelling urgency. Something needs to be done, right now, because, look...we have to deal with this new thing called ‘X’. But what is this ‘X’? And why should we do anything about it? We actually need to begin with some hard critical thinking. 相似文献
7.
8.
The concept of emotional affinity and connection with nature using the term of ‘biophilia’ along with its counter-part ‘biophobia’ has been merely researched in the area of environmental education. In this study, it was hypothesized that children’s negative emotions (biophobia) such as fear towards insects can be changed into affinity (biophilia) through an environmental education program. One hundred and four third-grade students from an elementary school in Seoul, South Korea participated in the honey bee environmental education program, and their emotional changes were measured with Inclusion of Nature in Self and Connectedness to Nature Scale. The result after the program implementation showed that the participants’ affinity toward nature was significantly improved. This empirical study suggests that an environmental education programs on insects of which children initially feel scared can be effective in helping to overcome fear toward insects and nature, and to revive their innate biophilia. Especially, honey bees, one of the most crucial insect species providing priceless ecosystem services can be a good medium for environmental education program to promote children’s innate love towards nature. This study, to the authors’ knowledge, was the first research which attempted to link an insect-mediated environmental education program to children’s connectedness to nature with the biophilia–biophobia approach. 相似文献
9.
10.
Therese Ferguson 《Environmental Education Research》2008,14(5):559-577
In cases where environmental education is institutionalised within schools, the curriculum can affect what and how students learn about ‘nature’ and the ‘environment’. In Jamaica, schools are considered important settings for environmental education; the curriculum therefore includes environmental issues. Using content analysis, representations of ‘nature’ and the ‘environment’ in the nation’s primary level Curriculum Guides were examined. Findings indicate that although many units emphasise an anthropocentric view of nature, this is tempered by depictions of nature’s fragility and, in some instances, nature’s ‘divine’ dimensions. Several curricular units also facilitate student’s creative engagement with nature, allowing for multiple views of the natural world. 相似文献
11.
Much research into the use of corpora and discourse to support higher education students on pre-sessional and in-sessional courses champions subject specificity. Drawing on the work of writers such as Bakhtin [(1981). The dialogic imagination: Four essays by MM Bakhtin (M. Holquist, Ed.; C. Emerson & M. Holquist, Trans.). Austin: University of Texas Press] and Voloshinov [(1973). Marxism and the philosophy of language (L. Matejka, & I.R. Titunik, Trans.). New York: Seminar Press. (Original work published 1929)], in this article we extend this research by showing how the specific subject ‘context’ is fundamentally linked with the ‘English’ used within it. We first detail some of the literature related to corpus and genre studies and discuss some of the literature related to the importance of providing a context for language. We then present and discuss data from 21 interviews and five focus groups with subject lecturers to illustrate how the ‘English’ used in the subject areas of ‘Design’, ‘Nursing’, ‘Business’ and ‘Computing’ subjects flows through what we term their ‘paradigmatic hearts’. By ‘paradigmatic heart’ we mean the set of values, beliefs and perceptions that represent the central or innermost engine of the subject, through which its ‘English’ flows. In ‘Design’ the paradigmatic heart is ‘visual’, ‘philosophical’ and ‘persuasive’; for ‘Nursing’ it is ‘emotional’ and ‘empathetic’, yet also ‘technical’; for ‘Business’ subjects it is ‘income generating’, ‘numerical’ and ‘persuasive’; and for ‘Computing’ it may be ‘visual’, ‘numerical’ or ‘code-based’. We demonstrate how ‘English’ flows through the paradigmatic heart of its subject and that to remove the ‘English’ from its subject paradigmatic heart changes its nature. Thus, we argue that if students are not being taught ‘English’ in the context of the subject, the ‘English’ we are teaching them will be different, and that preparation and support needs to be undertaken in the subject itself. 相似文献
12.
Hiromi Yamashita 《Environmental Education Research》2015,21(4):586-611
One of the main approaches used in communicating environmental issues to citizens is conveying ‘factual’ information about a particular environment. However, despite previous research and recommendations made by critical environmental educators, there still seems to be a belief that the more ‘factual’ information one can convey, the more citizens will become aware of the issue, and this will prompt them to change their behaviours. In this article, I will argue that continuing with a ‘fact’-focused practice in Japan and elsewhere could be problematic for three key reasons: (1) it ignores diversity in the ‘facts’ provided to people; (2) it reinforces the ‘hierarchy of knowledge’; and (3) it ignores the ‘myth of nature’ among information receivers and senders. Key recommendations for incorporating a critical environmental education approach include utilising locally available environmental information on contentious environmental issues; investigating particular terminology used and missing information (including tacit knowledge); and encouraging critical learning about statistics and pictorial representations. 相似文献
13.
We live in a time of constant change—in liquid modernity—and this has created a rapidly growing need for Transformative Learning (TL): we must be able to constantly change and develop ourselves in order to keep pace with the changes in our environment and life situation. However, the need for change has grown so fast and in so many directions that the term of TL has itself become uncertain or even confused. In 2000, Robert Kegan posed the question ‘What “Form” Transforms’? He advocated a new approach to TL but did not propose any new definition; this situation still remains: among several proposals for new approaches to TL, there is a general agreement that the traditional definition of the term as changes in the learner’s ‘meaning perspectives’, etc. is too narrow and too cognitively oriented. In this article, it is argued that TL should be re-defined as ‘changes in the learner’s identity’. The article explains why this definition is better and more up to date. Through discussion of range of issues, the article shows that the linking of the concepts of TL and identity open the way for new understandings and possibilities. 相似文献
14.
Robert Fletcher 《Environmental Education Research》2015,21(3):338-350
This article explores the role of ecotourism in the neoliberalisation of environmental education. The practice of ecotourism is informed by a particular ‘ecotourist gaze’ in terms of which the ‘education’ that providers characteristically offer is implicitly framed, embodying a culturally specific perspective in which western society is depicted as alienating and constraining and immersion in ‘wilderness’ is understood as a therapeutic escape from the reputed ills of industrial civilisation. While in the past, these educational aspects of ecotourism delivery have often contradicted the activity’s promotion as a quintessential neoliberal conservation mechanism, increasingly this education has become neoliberalised as well in its growing emphasis on the environment’s role as an instrumental provider of ‘ecosystem services’ for human benefit. In conclusion, this analysis calls for transcendence of these limitations in pursuit of a more inclusive environmental education encompassing diverse ethnic and socioeconomic dimensions of the human community. 相似文献
15.
Georgina Tsolidis Vikki Pollard 《Discourse: Studies in the Cultural Politics of Education》2009,30(4):427-442
The Greek community in Melbourne, Australia, is large and has a long history in the city. It is diverse and associated with a range of cultural, social and political structures. It has strong transnational links and in many ways exemplifies ‘diasporic’ in contradistinction to ‘migrant’. This paper focuses on young people from this community, particularly those who attend schools established to promote Greek language and cultural maintenance. In this paper, we examine such students’ explorations of their cultural identifications, most specifically how they adopt the term ‘wog’. This term is complex and its place in Australian discourse has shifted over time. Tracking these shifts and considering them as a context for these young people's use of the term allows us to consider the processes involved in their self-fashioning. We argue that their uptake of ‘wog’ involves the deployment of irony, given their awareness of its strong association with racism. We are also interested in the potential for women's experience to be silenced through the common association between ‘wog’ and protest masculinities. We argue that these students’ use of the term illustrates self-fashioning that provides insights into the complexities that surround cultural identification at the micro level, including schooling, but also in the broader context of globalisation. 相似文献
16.
Nicole Hulin Lydie Mousselin Université Pierre Marie Curie 《International Journal of Science Education》2013,35(3):323-326
The ongoing reform in science education in many countries, including Israel, has attainment of scientific literacy for all as one of its main goals. In this context, it is important to provide teachers with the opportunity to construct meaning for the term science literacy and by doing so to obtain a clear understanding of the new teaching goals. Here we report on a study in which teachers, as part of their professional development, were involved in defining the term ‘chemical literacy’; they discussed the need for it, and suggested educational experiences that are necessary in order to attain it. The programme was conducted as part of a reform in the content, as well as in the pedagogy, of chemistry education in Israel. The collected data provide some insights regarding the process by which the teachers’ perception of ‘chemical literacy’ developed and the way actual school practice influences teachers’ perception of ‘chemical literacy’. 相似文献
17.
Lars Laird Iversen 《British Journal of Religious Education》2019,41(3):315-326
The idea of the classroom as a ‘safe space’ has been popular in education for at least two decades. More recently, the term has also been used by religious education scholars not least in the wake of the use of the term in the influential Council of Europe publication ‘Signposts’. In this article, I want to question the usefulness of the term ‘safe space’ within RE. The argument is not against many of the pedagogical aims and strategies that are referred to by the term ‘safe space’. However, the term is ambiguous, fraught with politicised controversy and promises more than in can deliver. These problems cannot be easily fixed by defining the term anew. The article is not only critical in its aim. It presents an alternative strategy. In the conclusion of the article, I suggest construing the RE classroom as a community of disagreement. 相似文献
18.
Julie Davis 《Environmental Education Research》2009,15(2):227-241
In 2007, Environmental Education Research dedicated a special issue to childhood and environmental education. This paper makes a case for ‘early childhood’ to also be in the discussions. Here, I am referring to early childhood as the before‐school years, focusing on educational settings such as childcare centres and kindergartens. This sector is one of the research ‘holes’ that Reid and Scott ask the environmental education community to have the ‘courage to discuss’. This paper draws on a survey of Australian and international research journals in environmental education and early childhood education seeking studies at their intersection. Few were found. Some studies explored young children’s relationships with nature (education in the environment). A smaller number discussed young children’s understandings of environmental topics (education about the environment). Hardly any centred on young children as agents of change (education for the environment). At a time when there is a growing literature showing that early investments in human capital offer substantial returns to individuals and communities and have a far‐reaching effect – and when early childhood educators are beginning to engage with sustainability – it is vital that our field responds. This paper calls for urgent action – especially for research – to address the gap. 相似文献
19.
Richard Smith 《British Journal of Sociology of Education》1987,8(4):391-405
The intention of this paper is to investigate the use of the term ‘process’ in educational analysis. Drawing on a model proposed by Apple & Weis (1985) for conceptualising ideological reproduction in education, the paper argues that ‘process’ is in greater need of clarification than the terms to which it refers. The claim is that ‘process’ has become a taken‐for‐granted but untheorised term in writing about ideology in particular and has become what Ardener (1978) calls, a ‘language shadow’. By this he means a metaphoric circumlocution that ambiguously sketches ideas that are beyond the capacity of real language to express. To this extent, ‘process’ masks rather than explicates the very mechanisms that are said to set in motion terms such as ideology. Consequently, it is argued that the process model of Apple & Weis requires additional elements for the theoretical explanation of ideological reproduction and for establishing a fit between the model and the world it depicts. Finally, the paper attempts to extend Apple & Weis's analysis by proposing a closer focus on the discursive practices of schools so that their complexity is accounted for in theoretical models. 相似文献
20.
James Cambridge 《Compare》2004,34(2):161-175
A problem with the construction of an inclusive definition of international education is that the word ‘international’ has a variety of connotations. It is proposed that the term ‘international education’ is ambiguous because it appears to refer to contrasting usages in educational studies. International education is frequently discussed in the context of the related field of comparative education, but a different sense of the term has also developed in the context of the theory and practice of education in international schools and other institutions. This paper compares and contrasts the different usages of the term ‘international education’. It also discusses internationalism and globalization as contexts for international education, as practised in international schools and other institutions, particularly with reference to the history and programmes of the International Baccalaureate Organization (IBO). 相似文献