scholarly journals Science and Environment Education in the Times of the Anthropocene: Some Reflections from India

2021 ◽  
pp. 201-213
Author(s):  
Aswathy Raveendran ◽  
Himanshu Srivastava
Keyword(s):  
Environmental Education ◽  
Development Environment ◽  
Environment Education ◽  
Official Curriculum ◽  
The Times ◽  
Science Educators ◽  
Do So ◽  
Critical Science

AbstractIn this article, we critically discuss the notion of Anthropocene and its sociopolitical implications for science and environmental education. We do so by laying out how the Anthropocene discourse has shaped the debates around development, environment, and technoscience in postcolonial India. Subsequently, we shift to a conversational format wherein each of us deliberate on our engagements as critical science educators, discussing how, in our respective work, we find the official curriculum promoting the Anthropocene discourse. We then discuss ways by which the Anthropocene discourse constitutes student subjectivities in terms of the nature of their values and aspirations. While engaging in this dialogue, we find ourselves reimagining alternatives.

scholarly journals Educação Ambiental crítica aplicada à compreensão dos problemas da Terra Indígena Lagoa da Encantada: proposições no âmbito escolar a partir da percepção dos membros-chave da etnia Jenipapo Kanindé, Aquiraz, Ceará – Brasil

2017 ◽  
Vol 34 (2) ◽  
pp. 256-274
Author(s):  
Aline Neris de Carvalho Maciel ◽  
Francisco Otávio Landim Neto ◽  
Edson Vicente da Silva
Keyword(s):  
Environmental Education ◽  
Ethnic Group ◽  
Environmental Planning ◽  
Structured Interviews ◽  
Local School ◽  
Indian People ◽  
Indian Land ◽  
Do So ◽  
Environmental Planning And Management

O presente artigo objetivou analisar como o povo Jenipapo Kanindé, da Terra Indígena (TI) Lagoa da Encantada (Aquiraz, Ceará), compreende a Educação Ambiental (EA). Para tanto, foram realizadas entrevistas semi-estruturadas com membros-chave da comunidade e escolhida a escola local como ambiente favorável à EA crítica. Adotou-se uma adaptação das “Fases de Planejamento e Gestão Ambiental” estabelecidas por Rodriguez e Silva (2013) como percurso metodológico e a divisão da EA definida por Layrargues e Lima (2014) para categorizar as respostas dos entrevistados. Percebeu-se que a etnia possui uma visão não crítica da EA, desde sua conceituação até suas possibilidades de atuação no combate aos problemas existentes na TI. Por fim, estabeleceram-se proposições em EA crítica, com foco na educação indígena diferenciada que é promovida na escola local. O presente artículo objetiva analizar como el pueblo Jenipapo Kanindé, de la Tierra Indígena (TI) Lagoa da Encantada (Aquiraz, Ceará), percibe la a Educación Ambiental (EA). Para tanto, fueron realizadas entrevistas semiestructuradas con integrantes clave de la comunidad y definida la escuela local como ambiente favorable a la EA crítica. Fueron adoptadas y adaptadas las “Fases de Planeamiento y Gestión Ambiental” establecidas por Rodriguez y Silva (2013) como recorrido metodológico y la división de la EA definida por Layrargues y Lima (2014) para categorizar las respuestas de los entrevistados. Fue constatado que la etnia tiene una visión no crítica de la EA, desde su conceptuación hacia sus posibilidades de actuación en el combate a los líos existentes en la TI. Al final, son hechas propuestas en EA crítica, mirando la educación indígena diferenciada que es promovida en la escuela local. The present paper aimed to analyze how the Jenipapo Kanindé people of the Indian Land (IL) Lagoa Encantada (Aquiraz, Ceará) understands Environmental Education (EE). To do so, semi-structured interviews were applied to key members of the community and a local school was chosen as a place favorable to critical EE. An adaptation of “Phases of Environmental Planning and Management” by Rodriguez and Silva (2013) and the classification of EE defined as in Layrargues and Lima (2014) were adopted as a methodological pipeline and to categorize the respondents’ answers, respectively. It was realized that the ethnic group has a non-critical perception of EE, starting from its conceptualization to taking possible measures to fight against the ongoing problems in the IL. Finally, purposes of critical EE focused on the differential education of the indian people promoted in the local school were established.

scholarly journals Data Access, Transparency, and Replication: New Insights from the Political Behavior Literature

2018 ◽  
Vol 51 (4) ◽  
pp. 799-803 ◽  
Author(s):  
Daniel Stockemer ◽  
Sebastian Koehler ◽  
Tobias Lentz
Keyword(s):  
Political Behavior ◽  
Data Access ◽  
Party Politics ◽  
The Political ◽  
Binding Data ◽  
Electoral Studies ◽  
Quantitative Results ◽  
The Times ◽  
Initial Results ◽  
Do So

ABSTRACTDo researchers share their quantitative data and are the quantitative results that are published in political science journals replicable? We attempt to answer these questions by analyzing all articles published in the 2015 issues of three political behaviorist journals (i.e., Electoral Studies, Party Politics, and Journal of Elections, Public Opinion & Parties)—all of which did not have a binding data-sharing and replication policy as of 2015. We found that authors are still reluctant to share their data; only slightly more than half of the authors in these journals do so. For those who share their data, we mainly confirmed the initial results reported in the respective articles in roughly 70% of the times. Only roughly 5% of the articles yielded significantly different results from those reported in the publication. However, we also found that roughly 25% of the articles organized the data and/or code so poorly that replication was impossible.

Why social scientists still need phenomenology

Thesis Eleven ◽  
2021 ◽  
pp. 072551362110643
Author(s):  
Christopher Houston
Keyword(s):  
Social Scientist ◽  
Pierre Bourdieu ◽  
Cultural Analysis ◽  
Natural Attitude ◽  
Social Scientists ◽  
The Social ◽  
The World ◽  
Suspension Of Disbelief ◽  
Do So ◽  
Critical Science

Pierre Bourdieu famously dismissed phenomenology as offering anything useful to a critical science of society – even as he drew heavily upon its themes in his own work. This paper makes a case for why Bourdieu’s judgement should not be the last word on phenomenology. To do so it first reanimates phenomenology’s evocative language and concepts to illustrate their continuing centrality to social scientists’ ambitions to apprehend human engagement with the world. Part II shows how two crucial insights of phenomenology, its discovery of both the natural attitude and of the phenomenological epoche, allow an account of perception properly responsive to its intertwined personal and collective aspects. Contra Bourdieu, the paper’s third section asserts that phenomenology’s substantive socio-cultural analysis simultaneously entails methodological consequences for the social scientist, reversing their suspension of disbelief vis-à-vis the life-worlds of interlocutors and inaugurating the suspension of belief vis-à-vis their own natural attitudes.

Why not education for the environment?

1984 ◽  
Vol 1 (1) ◽  
pp. 11-13 ◽  
Author(s):  
I.M. Robottom
Keyword(s):  
Environmental Education ◽  
Curriculum Development ◽  
Curriculum Materials ◽  
Australian Curriculum ◽  
Education Project ◽  
National Conference ◽  
Environment Education ◽  
Australian Association

At the inaugural national conference of the Australian Association for Environmental Education in Adelaide (October, 1980), it was clear that multiple interpretations existed of the key descriptor ‘environmental education’. At that conference, at earlier international conferences (e.g., Tbilisi, 1977) and in recent Australian curriculum materials (e.g., The Curriculum Development Centre's (CDC's) Environmental Education Project), the terms education about the environment, education in the environment, and education for the environment were and have been used to capture the various interpretations of environmental education. An explication of these terms is offered in the Environmental Education Project (CDC, 1981), and in Fensham (1979).These terms seems to embrace the various facets to emerge in discourse about environmental education — they can, perhaps, be taken as representing the accepted dimensions of environmental education.

Outdoor Education: Environmental Education Reinvented, or Environmental Education Reconceived?

1989 ◽  
Vol 5 ◽  
pp. 15-23 ◽  
Author(s):  
Andrew Brookes
Keyword(s):  
Action Research ◽  
Physical Education ◽  
Environmental Education ◽  
Outdoor Education ◽  
Field Trips ◽  
Action Research Project ◽  
Research Project ◽  
Official Curriculum ◽  
Situational Constraints

AbstractIn most Victorian schools outdoor education has meant the weekend bushwalk or the end of year camp. It has been extra-curricula. But that is changing.Outdoor education appears poised to achieve subject status is Victoria. It is included in official curriculum developments and is served by recognised specialist tertiary courses.Outdoor education has been distinguished from physical education by its focus on environmental education, and a converse argument probably applies. But is the environmental education which occurs in outdoor education distinguished by anything other than an association with adventure activities? After all, field trips are not a new idea.This paper argues that the distinctiveness of outdoor education as a form of environmental education is derived from its physical and conceptual isolation from schooling. Conceptual isolation provides the opportunity to construct powerfully affective forms of de-schooled environmental education.The ways in which an outdoor education context can provide different situational constraints from those existing in schools or other institutions are outlined. An action research project is used to exemplify ways in which teachers might reconceive education within those new constraints.The paper concludes that outdoor education can allow powerful forms of environmental education to develop, but that a technocratic rationalisation of the field associated with its increasing institutionalisation threatens to negate that potential.

scholarly journals THE IMPLEMENTATION OF CONTEXTUAL TEACHING AND LEARNING MODEL IN ENVIRONMENT EDUCATION IN KINDERGARTEN

EDUTECH ◽  
2016 ◽  
Vol 15 (1) ◽  
pp. 81
Author(s):  
Heny Djoehaeni
Keyword(s):  
Environmental Education ◽  
Teaching And Learning ◽  
Environmental Issues ◽  
Learning Model ◽  
Early Age ◽  
Inquiry Based Learning ◽  
National Education ◽  
Environment Education ◽  
Contextual Teaching ◽  
Teaching Learning

Abstract. This research is encouraged by environmental issues that occurred recently, so these require a full concern from various fields, including the education field. Environmental education taught from early age will foster young learner's positive attitude towards the environment. Therefore, to deal with these issues, it is required an environmental education learning model that can be used as guidelines by teacher. This research used Contextual-Inquiry Based Learning Model that oriented to child's daily environment. Environmental education should be introduced at an early age, so it is very important to implement Contextual-Inquiry Based Learning Model in kindergarten's Environmental Education. In conducting this research, the planning of Environment Education learning using Contextual-Inquiry Based Learning Modelthe implementation of the Environment Education learning using Contextual-Inquiry Based Learning Model the evaluation of Environment Education using Contextual-Inquiry Based Learning Model The method used is descriptive analytical method. The results in this research revealed that the plan developed by teachers in the implementation of Contextual-Inquiry Based Learning Model in teaching environmental education refers to Regulation of Ministry of  National Education No. 58 of 2009 as well as the local content of environmental education. Implementation of learning was conducted through three main stages, namely the introduction, core and closing. While the assessment was carried out using  techniques and procedures to the characteristics of early childhood and learning needs.Keywords: Contextual-Inquiry Based Learning Model, environmental education, early childhood.Abstrak. Penelitian dilatarbelakangi oleh permasalahan lingkungan hidup yang terjadi dewasa ini, yang memerlukan perhatian dari berbagai sektor termasuk sektor pendidikan. Pendidikan lingkungan yang ditanamkan sejak usia dini akan menumbuhkan sikap positif anak terhadap lingkungan hidup. Untuk itu diperlukan sebuah model pembelajaran pendidikan lingkungan hidup yang dapat dijadikan pedoman oleh guru. Model yang dikembangkan adalah Model Pembelajaran Contextual Teaching Learning (CTL) yang berorientasi pada keseharian anak. Mengingat bahwa Pendidikan Lingkungan Hidup sejatinya ditanamkan sejak usia dini, maka sangat penting kiranya untuk mengimplementasikan model pembelajaran CTL dalam pembelajaran Pendidikan Lingkungan Hidup di Taman Kanak Kanak. Secara lebih khusus  perencanaan pembelajaran Pendidikan lingkungan Hidup dengan menggunakan model  pembelajaran Contextual Teaching Learning (CTL) pelaksanaan pembelajaran Pendidikan lingkungan Hidup dengan menggunakan model  pembelajaran Contextual Teaching Learning (CTL)bagaimana penilaian pembelajaran Pendidikan lingkungan Hidup dengan menggunakan model  pembelajaran Contextual Teaching Learning (CTL) Metode penelitian yang digunakan adalah metode deskriptif analitis. Hasil penelitian menunjukan bahwa perencanaan yang dikembangkan oleh guru dalam implementasi model pembelajaran CTL dalam pembelajaran pendidikan lingkungan hidup mengacu pada Permendiknas No 58 tahun 2009 serta Kurikulum Muatan Lokal Pendidikan Lingkungan Hidup. Pelaksanaan ditempuh melalui tiga tahapan utama yaitu pendahuluan, inti dan penutup. Sementara penilaian dilakukan menggunakan teknik dan prosedur yang relevan dengan karakteristik anak usia dini,  serta kebutuhan pembelajaran. Kata Kunci : pembelajaran Contextual Teaching Learning, pendidikan lingkungan hidup, anak usia dini.

scholarly journals The role of political opposition: A pre-requisite for democracy

2021 ◽  
Vol 2 (1) ◽  
pp. 63-71
Author(s):  
Arif Khan ◽  
Saiful Islam ◽  
Muhammad Alam
Keyword(s):  
Party System ◽  
Party Systems ◽  
Parliamentary Democracy ◽  
Democratic System ◽  
The Government ◽  
Incumbent Party ◽  
The Times ◽  
Set Up ◽  
Do So

No doubt for a democracy to be triumphant, multi-party system or, at least two party systems is obligatory. A country where there is one party system and lack observant and efficient opposition there are every chances for the incumbent party to become autocratic and domineering. One party system is most of the times susceptible to transform into dictatorship. Most of the times where there is one party system, the opposition is stifled and trampled and the dictatorship of the single party is established. Germany during Hitler’s rule and Italy during Mussoloni rule are the cases in point. One cannot imagine of a democratic set up without a healthy and watchful opposition. For the success of any parliamentary democracy, an effective opposition is must to carry out its functions courageously and effectively. The paper analyses the rights, responsibilities and obligations of opposition in a democratic system. For this purpose, the techniques adopted by the researcher for data collection include a detailed survey of the available literature covering different aspects of the topic. The internationally reputed authors and experts have been quoted. It is for the government to allow the opposition to fulfil their functions, which indicates a sign of democratic maturity on the part of government. The opposition has to focus on its democratic functions and if it fails to do so, it will be a sign of dysfunctional democracy.

Some Economic and Operational Questions

1961 ◽  
Vol 65 (602) ◽  
pp. 101-104
Author(s):  
C. H. Jackson
Keyword(s):  
Well Being ◽  
Social Implications ◽  
Technical Challenge ◽  
Supersonic Transport ◽  
Supersonic Aircraft ◽  
The Times ◽  
Do So

The argument for the supersonic transport seems to run as follows: it offers a new and faster way to go places; it might not cost more to do so; it ought to create new wealth, and its influence on human affairs, although not clearly foreseeable, surely will be beneficial. There is a certain amount of evidence to warrant optimism; there are issues of national prestige and well-being; the technical challenge is exciting; so “ Let us somehow find finance and proceed.”Operators agree that the design and operational problems of supersonic aircraft, one of the possible great advances in transport, are complex and interesting; they might also speculate on its likely social implications, though this is an unrewarding pastime. The operators accept that the aircraft probably will be developed, for it is as much a challenge of the times as have been all the great innovations of routes and vehicles from Columbus right through to our day; but as has always been the case, before any commitment, they must seek assurance of ultimate economic soundness.

scholarly journals Educação Ambiental: uma prática interdisciplinar

2001 ◽  
Vol 3 ◽  
Author(s):  
Maria do Rosário KNECHTEL
Keyword(s):  
Environmental Education ◽  
Natural Sciences ◽  
Teaching And Research ◽  
Interdisciplinary Practice ◽  
Environment Education ◽  
Environment And Development ◽  
Practice Of Teaching

Este texto traz primeiramente, algumas premissas teóricas e fundamentos que possibilitem construir uma prática interdisciplinar em Educação Ambiental, a partir de ações integradas entre a pesquisa e o ensino. Em um segundo momento, apresenta a prática interdisciplinar implementada no Curso de Doutorado em Meio Ambiente e Desenvolvimento, da Universidade Federal do Paraná (UFPR), Brasil, na disciplina Educação Ambiental; trata-se de uma proposta de atividade para a construção e reconstrução do conhecimento, a qual desencadeia uma interação de disciplinas das áreas de Ciências Sociais e Naturais, em uma prática de ensino e pesquisa coletiva. As idéias e a prática desenvolvidas têm como base experiências com a metodologia da Problematização, realizadas por Maguerez (BORDENAVE; PEREIRA, 1982); Berbel (1994) e Knechtel (1998). A fundamentação se apoia em Leff (1995); Piaget (1970); Vygotski (1988); Floriani (1998-99); Medina (1997); Fazenda (1995-97); Vásquez (1977); Fourez (1995), entre outros. Environmental education: limits and possibilities to an interdisciplinary pratice Abstract This text aims first at presenting some theoretical premises and fundaments that allow for the construction of an interdisciplinary practice in Environmental Education by means of integrated actions between teaching and research. Secondly, the interdisciplinary practice implemented in the Doctorate in Environment and Development from the Federal University of Paraná, Brazil, is presented in the Course of Environment Education. The proposed activity concerns the construction and reconstruction of knowledge and brings up an interaction between de Courses in the fields of Social and Natural Sciences, allowing for a joint practice of teaching and research. The ideas and practices developed are based on experiences with problematics methodology conducted by Maguerez (BORDENAVE; PEREIRA, 1982); Berbel (1994) and Knechtel (1998). The fundamental is supported by Leff (1995); Piaget (1970); Vygotski (1988); Floriani (1998-99); Medina (1997); Fazenda (1995-97); Vásquez (1977); Fourez (1995), among others.

Elongation of Pause-Time in Speech: A Simple, Objective Measure of Motor Retardation in Depression

1976 ◽  
Vol 129 (6) ◽  
pp. 592-597 ◽  
Author(s):  
E. Szabadi ◽  
C. M. Bradshaw ◽  
J. A. O. Besson
Keyword(s):  
Healthy Volunteers ◽  
Rating Scale ◽  
Clinical Signs ◽  
Objective Measure ◽  
Pause Time ◽  
Simple Test ◽  
History Of ◽  
Motor Retardation ◽  
The Times ◽  
Do So

SummaryA sample of ‘automatic speech’ (counting from 1 to 10) was tape-recorded and the times taken up by phonation and pauses measured. In four healthy volunteers, both phonation times and pause times remained constant over a period of two months. In four moderately depressed patients, with no history of manic illness and with no obvious clinical signs of motor retardation, the pause times were significantly elongated while the patients were depressed compared to pause times measured after recovery. The phonation times were constant throughout the period of observation (4–6 months). Other tests for motor retardation (tapping time; Nurses' rating scale; Hamilton Retardation Scores) did not give consistent results. It is concluded that the simple test described here may reveal a degree of motor retardation in cases where other tests fail to do so.

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