Significant Life Experiences Revisited Once Again: Response to Vol. 5(4) 'Five Critical Commentaries on Significant Life Experience Research in Environmental Education'

2001 ◽  
Vol 7 (4) ◽  
pp. 451-461 ◽  
Author(s):  
Louise Chawla
Keyword(s):  
Environmental Education ◽  
Life Experience ◽  
Life Experiences ◽  
Significant Life Experience ◽  
Significant Life ◽  
Significant Life Experiences

The Significant Life Experiences (SLEs) of Humane Educators

2007 ◽  
Vol 15 (3) ◽  
pp. 285-298 ◽  
Author(s):  
Jacquie Lewis
Keyword(s):  
Online Survey ◽  
Role Model ◽  
Life Experience ◽  
Life Experiences ◽  
Positive Role ◽  
Age And Gender ◽  
Significant Life ◽  
Similarities And Differences ◽  
And Gender ◽  
Significant Life Experiences

AbstractThis study provides evidence of the significant life experiences (SLEs), which influence advocates for nonhuman animals to develop sensitivity toward animals. Thirty-nine humane educators participated in an online survey. Findings indicate that having a relationship with a companion animal in adulthood is the most important life experience, followed by having a childhood experience with an animal, being exposed to a positive role model in childhood, and reading about animals and animal issues. The study did not find age and gender related differences in life experiences. This paper compares the results from this study to two previous studies. The first study examined the SLEs of animal advocate leaders through analysis of autobiographies, biographies, oral histories, and written interviews. The second study examined the SLEs of animal rescuers through an open-ended survey. This paper discusses similarities and differences among these three groups.

Ignorance in Environmental Education Research

2002 ◽  
Vol 18 ◽  
pp. 19-26 ◽  
Author(s):  
Noel Gough
Keyword(s):  
Education Research ◽  
Environmental Education ◽  
Life Experiences ◽  
Research Traditions ◽  
Significant Life ◽  
P 16 ◽  
Significant Life Experiences ◽  
Blind Spots

AbstractIn this essay I suggest that the practice of environmental education research might be improved by efforts to identify what Jon Wagner (1993, p. 16) calls the ‘blank spots’ and ‘blind spots’ that configure the collective ignorance of environmental education researchers. In Wagner's terms, what we know enough to question but not answer are our blank spots; what we do not know well enough to even ask about or care about are our blind spots-areas in which existing theories, methods, and perceptions actually keep us from seeing phenomena as clearly as we might. By way of example, I argue that much research on significant life experiences does little to reduce ignorance in environmental education. I conclude by briefly appraising some strategies that might help environmental education researchers to recognise ways in which the field's dominant research traditions and models produce partialities and distortions.

Environmental education and ecological spiritual intelligence: the case of Basque mythology

2020 ◽  
pp. 1-12
Author(s):  
Fernando Echarri-Iribarren ◽  
Víctor Echarri-Iribarren
Keyword(s):  
Environmental Education ◽  
Life Experiences ◽  
Basque Country ◽  
Spiritual Intelligence ◽  
Key Factor ◽  
Integral Education ◽  
Significant Life ◽  
The One ◽  
Significant Life Experiences ◽  
Made In

Abstract Since its conception, environmental education has carried out numerous plans, strategies and programmes aimed at restoring an adequate person–nature relationship, addressing the main environmental problems that threaten the planetary ecosystem balance. Even though environmental education proposes an integral education, it is infrequent that the spiritual dimension of the person appears reflected in its programmes. However, spirituality, which often manifests itself by providing affect and meaningful significant life experiences, aims to be a key factor in the development of lasting pro-environmental behaviours. Promoting and valuing ecological spiritual intelligence is configured as an interesting advance for environmental education. For example, starting from the cultural-naturalistic values provided in every part of the territory. As an example, we propose the one made in the Basque country (Spain), using the spirituality contained in the Basque mythology.

A New Circle of Hell: The Postwar Gulag and the Rise of the Special Camps

2011 ◽  
Author(s):  
Steven A. Barnes
Keyword(s):  
Soviet Union ◽  
Social Control ◽  
Life Experience ◽  
Social World ◽  
Political Institution ◽  
The Soviet Union ◽  
The Social ◽  
Significant Life Experience ◽  
Red Army ◽  
Significant Life

This chapter takes the Gulag into the postwar era when authorities used the institution in an attempt to reassert social control. At the same time, arrivals from the newly annexed western territories and former Red Army soldiers dramatically altered the social world of the Gulag prisoner. New prisoner populations of war veterans, nationalist guerrillas, and peoples with significant life experience outside the Soviet Union provided a potentially combustible mix. The isolation and concentration of many of these prisoners in a small number of special camps raised even further the potential explosiveness of the population. The Gulag was a political institution, though, and it was only the death of the system's founder that would set off the explosions.

Sign in / Sign up

Export Citation Format

Share Document