scholarly journals LOCATIONS, TRANSLOCAL AND TRANSNATIONAL ENVIRONMENTAL EDUCATION RESEARCH IN THE ANTHROPOCENE

2018 ◽  
Vol 13 ◽  
pp. 10-22
Author(s):  
Phillip G Payne
Keyword(s):  
Education Research ◽  
Environmental Education ◽  
Environmental Ethics ◽  
Attractive Alternative ◽  
Main Theme ◽  
Critical Realist ◽  
Seminar Series ◽  
History Of ◽  
Literature Base ◽  
Epistemological Understanding

For more than two decades, the Invitational Seminar on Research Development in Environmental (and Health) Education series has provided a unique opportunity for participants from around the planet to discuss critical problems, trends and issues in environmental education research (EER) and environmental education (EE). Using a critical realist/materialist ‘history of the present’ method, this brief commentary outlines some of the key principles and purposes of the Seminar series that helped shape the framing, conceptualization, and contextualization of the 13th Invitational Seminar held in Bertioga, Brazil in 2015. The main theme of the 13th Seminar, posed as a researchable question, was: “What is ‘critical’ about critical environmental education research (EER)?”.  There are persistent concerns that the early promise and potential of EE in the 1970s is being diminished as the field develops, diversifies and is absorbed into certain dominant logics and/or prevailing practices. The Seminar series is an attractive alternative for researchers historically committed to a critical praxis of EER that promotes environmental ethics and socio-ecological justices. For the first time in the series, environmental education researchers from Brazil (as an indicator of Latin/South America) were invited to give ‘voice’ to their research efforts. In Brazil, there is an emergent ‘body of knowledge’ that serves environmentally as a ‘location of knowledge’. Possibly, this ‘literature base’ represents a distinctive ‘geo-epistemological’ understanding of the local, translocal, national, regional, and transnational achievements and aspirations of the ‘Brazilianess’ of EER. As an evolving history of the present (and future), this commentary concludes with some basic recommendations for the future local and translocal development of ‘post-critical’ framings of inquiry that highlight the importance of sustaining locations of knowledge production in and for critical perspectives of environmental education research. 

Talking Up Country: Language, Natureculture and Interculture in Australian Environmental Education Research

2011 ◽  
Vol 27 (1) ◽  
pp. 56-67 ◽  
Author(s):  
Hilary Whitehouse
Keyword(s):  
Education Research ◽  
Environmental Education ◽  
Philosophical Argument ◽  
Human Settlement ◽  
Dominant Language ◽  
Education Practice ◽  
History Of ◽  
Cultural Interface ◽  
Nuanced Understanding ◽  
Made In

AbstractAustralia is an old continent with an immensely long history of human settlement. The argument made in this paper is that Australia is, and has always been, a natureculture. Just as English was introduced as the dominant language of education with European colonisation, so arrived an ontological premise that linguistically divides a categorised nature from culture and human from “the” environment. Drawing on published work from the Australian tropics, this paper employs a socionature approach to make a philosophical argument for a more nuanced understanding of language, the cultural interface and contemporary moves towards interculture in Australian environmental education practice.

scholarly journals THEORETICAL AND METHODOLOGICAL TRENDS IN ENVIRONMENTAL EDUCATION RESEARCH

2018 ◽  
Vol 13 ◽  
pp. 75-92 ◽  
Author(s):  
Paul Hart ◽  
Catherine Hart ◽  
Claudio Aguayo ◽  
Flávia Torreão Thiemann
Keyword(s):  
Education Research ◽  
Environmental Education ◽  
World Cafe ◽  
The World ◽  
History Of ◽  
First Session

This paper is structured as a conversation among four researchers. In the first session Paul Hart and Catherine Hart present a timely and carefully drawn reflection on the issue of current theoretical and methodological trends in environmental education research. In the second section Claudio Aguayo and Flávia Torreão Thiemann present some collaborative reflections on the issue that resulted from the “World Café” session conducted by them at the 13th Invitational Seminar on EER on “Critical Environmental Education Research: Theoretical and Methodological Trends”. In order to contextualize and introduce the seminar´s theme, they also offer a brief history of Brazilian critical EER.

Becoming-Speckled Warbler: Re/creating Australian Natural History Pedagogy

2011 ◽  
Vol 27 (1) ◽  
pp. 68-80 ◽  
Author(s):  
Alistair Stewart
Keyword(s):  
At Risk ◽  
Education Research ◽  
Natural History ◽  
Environmental Education ◽  
Woodland Birds ◽  
South Eastern ◽  
European Settlement ◽  
Eastern Australia ◽  
History Of ◽  
South Eastern Australia

AbstractThe speckled warbler and other woodland birds of south-eastern Australia have declined dramatically since European settlement; many species are at risk of becoming locally and/or nationally extinct. Coincidently, Australian environmental education research of the last decade has largely been silent on the development of pedagogy that refects the natural history of this continent (Stewart, 2006). The current circumstances that face the speckled warbler, I argue, is emblematic of both the state of woodland birds of south-eastern Australia, and the condition of natural history pedagogy within Australian environmental education research. In this paper I employ Deleuze and Guattari's (1987) philosophy “becoming-animal” to explore ways that the life and circumstances of the speckled warbler might inform natural history focused Australian environmental education research. The epistemology and ontology ofbecoming-speckled warbleroffers a basis to reconsider and strengthen links between Australian natural history pedagogy and notions of sustainability.

scholarly journals A lógica da organização forçada e as improbabilidades do futuro

2014 ◽  
Vol 9 (1) ◽  
pp. 10-22
Author(s):  
Rodrigo Avila Colla
Keyword(s):  
Environmental Education ◽  
Human Behavior ◽  
Environmental Ethics ◽  
Environmental Awareness ◽  
Social Ethic ◽  
Civilizing Process ◽  
Interactive Nature ◽  
History Of

Resumo: Este artigo reflete sobre a lógica de organização herdada da modernidade e suas consequências nocivas ao meio ambiente. Discute como essa organização e alguns dos aspectos inerentes a ela influem na dinâmica de relações dos seres humanos e na sua conduta interativa com a natureza. Aponta diferenças entre a organização do vivo e a lógica em questão. Ao fim, defende a sensibilização ambiental e a compreensão do histórico de interações do homem com o meio como pilares fundamentais de uma nova ética/lógica social que reflita a ordem sistêmica do vivo tendo como caráter fundamental a aceitação do outro. Abstract: This article reflects on the logic of organization inherited from modernity and its harmful consequences to the environment. Discusses how the organization and some of the aspects inherent to the dynamics of relationships influence human behavior and its interactive nature. Points out differences between the organization of the living and the logic in question. At the end, advocates environmental awareness and understanding of the history of man's interactions with the environment, as pillars of a new social ethic/logic that reflects the systemic order of life as a fundamental character to the acceptance of another. Keywords:Education; Environment; Environmental Education; Environmental Ethics; Civilizing Process.

scholarly journals AFFECTIVITY IN ENVIRONMENTAL EDUCATION RESEARCH

2018 ◽  
Vol 13 ◽  
pp. 93-114 ◽  
Author(s):  
Phillip Payne ◽  
Cae Rodrigues ◽  
Isabel Cristina De Moura Carvalho ◽  
Laísa Maria Freire dos Santos ◽  
Claudio Aguayo ◽  
...  
Keyword(s):  
Education Research ◽  
Environmental Education ◽  
Environmental Ethics ◽  
Small Scale ◽  
Curriculum Policy ◽  
Theory Of Practice ◽  
Self Study ◽  
On Line ◽  
Ecological Forms

In its ontological presuppositions, epistemological interests and methodological deliberations, critical theory of environmental education research (EER) is simultaneously scientific, normatively (and reflexively) critical, and non-idealistically practical. It is, therefore, a theory of practice, or praxis. Critical EE and its research aim for personal, social and ecological forms of justices achieved transformatively through the de and reconstruction of pedagogical, curriculum, policy and research practices that reconstitute various injustices. Missing from this reconstructive critique is the crucial role of aesthetics and the importance of affectivity in generating meaning about the agency of the researched by the researcher/actor. In this small scale self study of aesthetics and affectivity, we report on the deliberations of a workshop spread over two days about the aim of framing EER as a triad of environmental aesthetics - environmental ethics - ecopolitics. We emphasize how sensuous ethnography in walking provided a methodological means within the mobility genre of interpretive research. We aim to generate meaning about the concept of ecosomaesthetics needed in a new language and images of environmental education. Some key images are included in the following text while others are referenced and available on-line (see footnote7). 

Critical Curriculum Theory and Slow Ecopedagogical Activism

2015 ◽  
Vol 31 (2) ◽  
pp. 165-193 ◽  
Author(s):  
Phillip G. Payne
Keyword(s):  
Environmental Education ◽  
Environmental Ethics ◽  
Environmental Design ◽  
Curriculum Theory ◽  
Pedagogical Practices ◽  
New Materialism ◽  
Fading Memory ◽  
Curriculum Innovation ◽  
Time Space ◽  
History Of

AbstractEnacting a critical environmental education curriculum theory with 8- to 9-year-old children in 1978 is now ‘restoried’ in a ‘history of the present/future’ like ‘case study’ for prosecuting five interrelated problems confronting progress in environmental education and its research. They are: the intense heat of the Anthropocene; the accelerating speed of the Dromosphere; the deep cuts of neoliberalism's policing of the cognitive capitalism of the corporate university and public education; the entrepreneurial entry of sustainababble into the discourse of education; and the digital colonisation of its pedagogical practices. The once radical promise of environmental education to serve as a critique of education partially through its ‘language’ (Le Grange, 2013) of empowerment, agency, transformation, contestation, ideology, ethics, action, praxis and change demands revitalisation; hence, this belated restorying of the 1978 case. The time is right; at least in some academic/educational settings where the ‘new materialism’ notions of critical, agency and action remain much more than a fading memory or convenient text. New theory helps restory this old curriculum theory and its slow ecopedagogical activism. In this ‘old’, the critical curriculum theory (re)positioned young children and their teacher as action researchers of their own embodied socio-environmental relations. Through highly inclusive and participatory practices of outdoor and indoor ecopedagogy, children became ethically active ‘citizens’, capable of democratically enacting political and Political change. This ‘active responsibility for the environment’ was, indeed, a key purpose, or promise, of environmental education when the field was formalised in the 1970s. Elements of children's (eco)aesthetics-environmental ethics and ecopolitics are described in this case account of the ‘environmental design’ of a radical curriculum innovation that critically emphasised the ‘humanly-constructive’ educational conditions that enable agency (Payne, 1995, 1999a). Such enablements were only ever assumed in the ‘socially critical’ theorisations of curriculum and pedagogy developed in Australia in the early 1980s. For researchers, this partially autoethnographic narrating of the old case describes the children's (embodied) experiences and locally emplaced agencies in newer theoretical ‘figurations’ of their ‘body~time~space’ relationalities. Children's outdoor ‘expeditions’, interdisciplinary inquiries, literacy development, scientific investigations, and personal and public activisms are described. Revealing these micro figurational relationalities in slow ecopedagogical contexts of the environmental design of education (Payne, 2014) is consistent with Robottom and Hart's (1993) too often forgotten ‘old’ call for researchers and practitioners to clarify the presuppositions they make about the trilogy of ontology-epistemology and methodology in framing, conceptualising, contextualising, representing, and legitimating the research problem and its questions. This restorying and history of the present/future is alert to (but cannot develop) aspects of contemporary ‘high’ theory drawn from the humanities, social sciences and arts that prioritises the politics of ontological deliberation and the ecologies of things, (re)claims a material disposition in empirical inquiry and critique while speculating about non-anthropocentric ‘thought’ responsive to the ‘new’ rallying point of, for example, the Anthropocene. In sum, new theory helps restory the critical, creative, expressive and experimental forms of re-theorising the persistent problematic of human and non-human nature relations and the role of education — well on display in this ‘old.’ This revitalised history of the present/future aims to revive critical optimism and imagination about how agencies of socio-environmental change once promised by critical environmental education and its research can be re‘turned’. The article concludes with some post-critical retheorising of key critical components of the 1978 curriculum theory.

Reducing Pessimism's Sway in The Environmental Ethics Classroom

2004 ◽  
Vol 8 (2-3) ◽  
pp. 213-226 ◽  
Author(s):  
James Sheppard
Keyword(s):  
Environmental Policy ◽  
Environmental Education ◽  
Environmental Ethics ◽  
Career Paths ◽  
William James ◽  
General State ◽  
Environmental Challenges ◽  
The Subject ◽  
State Of The Environment

AbstractIncreased awareness of the breadth and depth of existing environmental challenges is part of an environmental education. One effect of this increased awareness that can manifest itself in the environmental ethics classroom is pessimism. I outline two varieties of pessimism that have a tendency to hold sway in the environmental ethics classroom: 1) pessimism about the general state of the environment; and, 2) pessimism about being able to do anything about the general state of the environment. After outlining a few of the potential educational and vocational consequences of allowing pessimism to take root, I offer a pedagogical method for reducing the sway of pessimism in the classroom. I argue that William James' and John Dewey's writings on the subject of meliorism offer a framework that, when combined with some of the insights of incrementalism theory in environmental policy, can not only help students to reduce the sway of pessimism in the classroom, but also in their chosen career paths by, among other things, highlighting the "possibility of possibility".

Diiudicatio locorum: Gellius and the history of a mode in ancient comparative criticism

1996 ◽  
Vol 46 (2) ◽  
pp. 492-514 ◽  
Author(s):  
Amiel D. Vardi
Keyword(s):  
Main Theme ◽  
Erotic Poetry ◽  
History Of

Comparison of literary passages is a critical procedure much favoured by Gellius, and is the main theme in several chapters of his Noctes Atticae: ch. 2.23 is dedicated to a comparison of Menander's and Caecilius′ versions of the Plocium; 2.27 to a confrontation of passages from Demosthenes and Sallust; in 9.9 Vergilian verses are compared with their originals in Theocritus and Homer; parts of speeches by the elder Cato, C. Gracchus and Cicero are contrasted in 10.3; two of Vergil's verses are again compared with their supposed models in ch. 11.4; a segment of Ennius′ Hecuba is contrasted with its Euripidean original in 13.27; Cato's and Musonius′ formulations of a similar sententia are confronted in 16.1; in 17.10 Vergil's description of Etna is compared to Pindar's; the value of Latin erotic poetry is weighed against the Greek in ch. 19.9, in which an Anacreontean poem and four Latin epigrams are cited; and finally in 19.11 a ‘Platonic' distich is set side by side with its Latin adaptation, composed by an anonymous friend of Gellius, though in this case no comparison of the poems is attempted.

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