The leadership role of teachers and environment club coordinators in promoting ecocentrism in secondary schools: Teachers as exemplars of environmental education

2020 ◽  
Vol 36 (1) ◽  
pp. 63-80 ◽  
Author(s):  
William Smith
Keyword(s):  
Environmental Education ◽  
Secondary Schools ◽  
Science Teachers ◽  
Deep Ecology ◽  
Leadership Role ◽  
The Earth ◽  
Behavioural Characteristics ◽  
Environmental Educators ◽  
Teachers And Parents

AbstractThis study of Naessian ecocentrism and anthropocentrism in three environment club coordinators/science teachers, their colleagues and some parents at three secondary schools uses deep ecology and relational fields as primary frameworks for open-ended interviews. The findings reveal new insights into the affective, cognitive and behavioural characteristics of coordinators who enhance environmental education in their schools. The work presents preliminary data on leadership among sustainability coordinators who run environment clubs. It fills a gap in the literature by showing that in addition to environmental educators requiring knowledge and attitudes regarding sustainability practices, affective qualities like connectedness and love for the environment may be important to their success as sustainability exemplars. Teachers emerge as sustainability exemplars in a relational field to implement sustainability across the secondary curriculum, galvanise students, teachers and parents to connect to the Earth, and help students, teachers and parents move away from anthropocentrism. Findings suggest that if schools commit resources and time to the coordinator’s role, students experience significant benefits by becoming closer to the Earth and more empowered to act for the environment in ways consistent with deep ecology.

Separation and Unity: Zen Koan in Environmental Theory and Education

2020 ◽  
pp. 1-10
Author(s):  
David Chang
Keyword(s):  
Environmental Education ◽  
Human Nature ◽  
Western Culture ◽  
Natural World ◽  
Sensory Experience ◽  
Ecological Crisis ◽  
Ecological Ethics ◽  
Pedagogical Innovation ◽  
The Earth ◽  
Environmental Educators

Abstract The ecological crisis has been traced to a rupture in the human-nature relationship, which sees the natural world as inert materials that serve human utility. This prevailing sense of separation is thoroughly embedded in Western culture through engrained metaphors that reinforce a view of the Earth as a subject of human mastery. To counter the disjuncture between humans and nature, some theorists have suggested a unitive view of nature, while others have argued for more expansive forms of identification that engender a more responsive ecological ethics. Despite these efforts, the human-nature dichotomy remains a perennial issue of debate, especially for environmental educators who strive to cultivate a more harmonious relationship with the earth. This article examines the Zen Koan (case or example) as a pedagogical innovation that hones the learner’s ability to entertain opposing propositions. Humans are both united with and separate from nature at the same time. The Koan encourages an epistemological fluidity and openness to ambiguity that can enrich and deepen inquiry. In the context of environmental education, this contemplative approach to investigation can complement immersive pedagogies that enjoin somatic and sensory experience in explorations of the natural world.

scholarly journals O papel da Educação Ambiental na discussão das Mudanças Climáticas: caracterização a partir de um espaço dialógico entre pesquisadores em ecologia e docentes em ciênciasThe role of Environmental Education to discuss Climate Change: characterization to from a dialogic space between researchers in ecology and teachers in ScienceEl papel de la Educación Ambiental en la discusión del Cambio Climático: caracterización a partir de un espacio dialógico entre investigadores en ecología y docentes en ciencias

2018 ◽  
Vol 35 (3) ◽  
pp. 46-73
Author(s):  
Raquel Dos Santos Moniz Benac ◽  
Laísa Maria Freire
Keyword(s):  
Climate Change ◽  
Environmental Education ◽  
Science Teachers ◽  
School Science ◽  
High School Science ◽  
Political Dimension ◽  
The Social ◽  
Social Environmental ◽  
Dialogic Space

No presente artigo caracterizamos o papel da Educação Ambiental (EA) na discussão das Mudanças Climáticas (MC) a partir da análise de um espaço dialógico entre pesquisadores em ecologia e docentes em ciências. O referencial teórico-metodológico do presente estudo baseou-se no Dialogismo do Discurso e na Teoria do Diálogo. A partir disso, apresentamos o cenário empírico do trabalho, as etapas metodológicas e por último nossos resultados e reflexões. O espaço dialógico possibilitou aproximações entre pesquisadores em ecologia e docentes em ciências e revelou a assimetria de poder entre os participantes na interação. A partir da análise do presente estudo, entendemos que o fortalecimento da dimensão ético-política da EA é fundamental para o enfrentamento das MC, assim como a problematização do discurso econômico-tecnológico-científico vigente que naturaliza as injustiças socioambientais relacionadas a esta questão. In this paper, we aim to characterize the role of Environmental Education (EA) into Climate Change (MC) discussion from the analysis of a dialogical space between researchers in ecology and high school science teachers. The theoretical-methodological framework of the present study was based on Discourse Dialogism and the Theory of Dialogue. From this, first, we present the empirical scenario of the work, after the methodological stages of the research and finally, our results and reflections. The dialogical space allowed for approximations between researchers in ecology and science teachers and revealed the asymmetry of power among the participants in the interaction. From the analysis of the present study, we understand that the strengthening of the ethical-political dimension of the EA is fundamental to the confrontation of the MC, as well as the problematization of the current economic-technological-scientific discourse that naturalizes the social-environmental injustices related to this issue. En el presente artículo caracterizamos el papel de la Educación Ambiental (EA) en la discusión del Cambio Climático (CC) a partir del análisis de un espacio dialógico entre investigadores en ecología y docentes en ciencias. El referencial teórico-metodológico del presente estudio se basó en el Dialogismo del Discurso y en la Teoría del Diálogo. A partir de eso, presentamos el escenario empírico del trabajo, las etapas metodológicas y por último nuestros resultados y reflexiones. El espacio dialógico posibilitó acercamientos entre investigadores en ecología y docentes en ciencias y reveló la asimetría de poder entre los participantes en la interacción. A partir del análisis del presente estudio, entendemos que el fortalecimiento de la dimensión ético-política de la EA es fundamental para el enfrentamiento de las MC, así como la problematización del discurso económico-tecnológico-científico vigente que naturaliza las injusticias socioambientales relacionadas a esta cuestión.

Science Ends Where Environmental Education Begins: Putting Science into Perspective

1997 ◽  
Vol 13 ◽  
pp. 17-20
Author(s):  
Angelina Galang
Keyword(s):  
Environmental Education ◽  
Direct Experience ◽  
Childhood Experiences ◽  
Personal Involvement ◽  
The Earth ◽  
Environmental Educators

AbstractThis paper starts with an account of some of my childhood experiences, ones provided by my father, the original environmentalist in my life and a practising scientist. I continue with a discussion of the need for environmental educators to view science from an informed perspective. It is essential that we help our students to understand the workings of nature and that science has inherent limitations in its ability to explain those workings.I indicate that what is needed if humans are to live in partnership with the Earth is sensitivity to and appreciation of the complexities and aesthetics of its environments from which a culture of nurturing and personal involvement should emerge.I conclude that it is equally important that environmental educators include in their lessons current scientific views, and direct experience in thought-provoking and valuing exercises.

The Role of School Libraries in Supporting Inquiry-Based Methods for Teaching Science in Nigerian Schools: Challenges and Possibilities

Libri ◽  
2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Olabode Olajide ◽  
Sandy Zinn
Keyword(s):  
Secondary Schools ◽  
Science Teachers ◽  
Teaching And Learning ◽  
Science Curriculum ◽  
National Development ◽  
School Libraries ◽  
Ministry Of Education ◽  
Senior Secondary Schools ◽  
Senior Secondary

Abstract Using a constructivist lens, this study investigated the role of school libraries in supporting an inquiry-based approach for teaching and learning science subjects in senior secondary schools in Ekiti State, Nigeria, the challenges faced and possibilities presented. The significance of this study is based on the importance Nigeria has assigned to science education as a means to achieving national development. A mixed-methods approach was chosen for the study. The population of the study included school librarians, principals, and science teachers in public senior secondary schools as well as staff in the Ministry of Education, Science and Technology concerned with supporting and managing resources for science teaching and learning. Data was collected using questionnaires, interviews, and observation. Quantitative data collected through the questionnaires were analyzed using the SPSS, while qualitative data were transcribed and thematically analyzed. The findings revealed the library resource most frequently available in school libraries for supporting science curriculum implementation is a textbook. Most of the staff in charge of the library had no librarianship qualification. Teacher-centred approaches predominated amongst teachers. The study emphasizes how school libraries are underrated as support for the curriculum. It proffers some far reaching recommendations to position school libraries for better performance.

scholarly journals Environmental Literacy and Integration of Environment Issues among Science Teachers in Region XI: Basis for Training Design

10.17158/554 ◽  
2016 ◽  
Vol 20 (1) ◽  
Author(s):  
Rudilyn D. Garcesa ◽  
Renan P. Limjuco
Keyword(s):  
Environmental Education ◽  
Secondary Schools ◽  
Science Teachers ◽  
Science Curriculum ◽  
Environmental Issues ◽  
Environmental Literacy ◽  
Ecological Knowledge ◽  
Training Design ◽  
High Level ◽  
The Relationship

<p>The study sought to determine the relationship between the level of environmental literacy and level of integration of environmental issues of science teachers in Region XI. The results of the study will be used to design training on the integration of environmental education in science curriculum. The study employed descriptive-correlation research design. The respondents involved were 400 science teachers from 26 identified public secondary schools in Region XI random sampling. Findings showed that science teachers had high level of overall environmental literacy and integration of environmental issues. Specifically, the respondents obtained the highest level of environmental literacy in terms of ecological knowledge while lowest in the pro-environmental behavior. There was a significant relationship between the level of environmental literacy and the level of integration of environmental issues among the science teachers in Region XI. Ecological knowledge and awareness influenced the level of integration of environmental issues of the science teachers. Results implied that science teachers may have higher level of awareness and knowledge about the environment but behaving pro-environmentally did not motivate them to integrate environmental education in their classes.</p><p> </p><p><strong>Keywords: </strong>Environmental literacy, environmental issues, Science teachers, secondary schools, Descriptive-correlation, Region XI, Philippines</p><div> </div>

scholarly journals Developing new approaches and strategies for teaching Physical Geography and Geomorphology: the role of AIGeo (Italian Association of Physical Geography and Geomorphology)

2020 ◽  
Author(s):  
Irene Maria Bollati
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
Science Teachers ◽  
Physical Geography ◽  
Natural Phenomena ◽  
Educational Strategies ◽  
National Guidelines ◽  
Italian Association ◽  
General Goals

&lt;p&gt;The researches carried out by the AIGeo (Italian Association of Physical Geography and Geomorphology) members, also in collaboration with other researchers, cover various important topics of the Environmental and Earth Sciences. Geomorphology is central, also in the framework of dissemination strategies that are implemented and elaborated. A particular focus is, in fact, addressed to the development of educational strategies and applications focusing on landscape evolution through space and time having as target both students and teachers. The proposed strategies include fieldworks, multimedia activities and multidisciplinary approaches addressed mainly to secondary schools. In the Italian framework, the Ministerial National Guidelines provide indications about teaching these topics in the secondary schools. The guidelines indicate specifically, for the secondary schools of 2nd level, the topics and novelties concerning Physical Geography and Geomorphology. Among the general goals referred to the secondary school of 1st level, the landscape observation and the related natural phenomena are approached by the Geography teachers and by the Science teachers. Herein, we present an overview on the AIGeo activities regarding education in Physical Geography and Geomorphology. Some examples of the most recent researches planned and tested for the secondary school (1st and 2nd level) will be outlined. Moreover, the initiatives addressed specifically to present and future teachers will be illustrated too.&lt;/p&gt;

scholarly journals Kedudukan dan Peran Manusia dalam Alam: Tanggapan atas Kritik Al Gore terhadap Arne Naess

2021 ◽  
Vol 20 (1) ◽  
pp. 67
Author(s):  
Barnabas Ohoiwutun
Keyword(s):  
Free Will ◽  
Key Words ◽  
Deep Ecology ◽  
Ecological Crisis ◽  
Responsibility To Protect ◽  
Human Being ◽  
Human Beings ◽  
The Earth ◽  
Al Gore

<em><em>This articleaims to respond Al Gore’s critics onArne Naess’ concept of deep ecology. ForAl Gore, deep ecology of ArneNaesshas reduced the position and the role of human being in nature. The reason is becauseNaess’s deep ecologyis assumed to see human being as the source of destruction on earth and alien which is not part of nature; it grasps man as creature without ability to think and to have free will; and it has no solution for current ecological crisis. Naess, in constrast, comprehends human beings as good in himself, part of nature, and a unique creature. Because of this uniqueness,human being has responsibility to protect and to preserve nature.Thus, although they have differences, both deep ecology of Naess and the ecology of Al Gore havemany similarities. These similarities can be used ascontribution to any effort to save the earth today.<br /></em></em><p><strong><em>Key words</em></strong><em>: </em>ekologi dalam, menusia, alam, antroposentrisme, ekosentrisme</p>

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