scholarly journals Earth system sciences and permaculture: contributions to environmental

2018 ◽  
Vol 14 (4) ◽  
pp. 363-368
Author(s):  
Eliza C. Wenceslau ◽  
Joseli M. Piranha
Keyword(s):  
Environmental Education ◽  
Paradigm Shift ◽  
Teaching And Learning ◽  
Environmental Crisis ◽  
Educational Policies ◽  
Earth System ◽  
The World ◽  
Complex Relationships ◽  
Systemic Understanding ◽  
The Way

In view of the environmental crisis that plagues the world today, resulting from the dissociation of man and environment and the low effectiveness of educational policies, especially regarding Environmental Education, the need for a paradigm shift is evident, transforming the way of teaching and thinking about Environmental Education. In that respect, it is believed that the concepts advocated by Earth System Sciences, applied to Permaculture, can contribute to the development of a more humanistic and respectful culture, besides providing man with a new outlook on the environment. Thus, the present work exposes the foundations of these two theoretical references (Earth System Sciences and Permaculture), aiming to contribute to the reform in thought, and allowing the teaching and learning process in Environmental Education to be more effective and consistent. While Earth System Sciences allow the systemic understanding of the planet as well as the complex relationships between its various constituents, Permaculture seeks a harmonious coexistence of man and the environment. They value, in an analogous way, the interrelations between the constituents of the system, revealing alternatives that enable changes in the way the natural environment is occupied, making it more sustainable and raising consciousness.

Paradigm Shift for the Future

2021 ◽  
pp. 173-201
Keyword(s):  
Social Media ◽  
Case Studies ◽  
Paradigm Shift ◽  
Political Influence ◽  
Political Events ◽  
The Social ◽  
The World ◽  
The Future ◽  
Social Media Platforms ◽  
The Way

Through case studies of incidents around the world where the social media platforms have been used and abused for ulterior purposes, Chapter 6 highlights the lessons that can be learned. For good or for ill, the author elaborates on the way social media has been used as an arbiter to inflict various forms of political influence and how we may have become desensitized due to the popularity of the social media platforms themselves. A searching view is provided that there is now a propensity by foreign states to use social media to influence the user base of sovereign countries during key political events. This type of activity now justifies a paradigm shift in relation to our perception and utilization of computerized devices for the future.

An Experience in the Digital Age

2014 ◽  
Vol 36 (4) ◽  
Author(s):  
Ponnadurai Ramasami ◽  
Lydia Rhyman ◽  
Naziah Jaufeerally
Keyword(s):  
Communication Technology ◽  
Paradigm Shift ◽  
Scientific Conference ◽  
Global Village ◽  
Face To Face ◽  
Use Of Data ◽  
The World ◽  
Information And Communication ◽  
Research Findings ◽  
The Way

A scientific conference is a platform where participants present their research findings and discuss among peers. Traditionally, conferences are conducted by having participants gathered physically. Conferences involve the use of boards, flip charts, posters, and overhead projectors. The use of data projectors and videos has become popular with the progress of technology. The advancement of Information and Communication Technology (ICT) has improved the way information is transferred and shared. The development of ICTs has condensed the world into a global village and there has been a paradigm shift in the way scientific conferences are organized. In fact organizers are convening people from corners of the world using ICTs and the traditional face-to-face meetings are being enhanced and sometimes substituted by virtual conferences. In their comments to

scholarly journals RELAÇÕES SOCIEDADE-NATUREZA EM PERSPECTIVA: EDUCAÇÃO AMBIENTAL NAS LICENCIATURAS EM QUÍMICA DOS INSTITUTOS FEDERAIS NO BRASIL

Química Nova ◽  
2020 ◽  
Author(s):  
Wesley Magela ◽  
Nyuara Mesquita
Keyword(s):  
Teacher Training ◽  
Environmental Education ◽  
Federal District ◽  
Well Being ◽  
Environmental Crisis ◽  
Entire Body ◽  
Discursive Analysis ◽  
The World ◽  
Training Courses

SOCIETY-NATURE RELATIONSHIPS IN PERSPECTIVE: ENVIRONMENTAL EDUCATION IN TEACHER TRAINING COURSES IN CHEMISTRY OF FEDERAL INSTITUTES IN BRAZIL. Environmental Education arises in the context of understanding the urgency of the environmental crisis and the need to seek answers for its mitigation. The different perspectives of AE compete for the affirmation of notions of the world, of society, of social well-being, of work and of life. The research investigated the conceptions of Environmental Education (EA) present in the scope of the Federal Institutes, having as corpus the Pedagogical Course Project (PPC) of teacher training courses in chemistry offered in these institutions in 23 states and in the Federal District. The documents were analyzed, in their entire body, with the aid of Textual Discursive Analysis (ATD). The results demonstrate the predominance of a conservative environmental education, of an apolitical and biologizing character, in the analyzed documents, what can be reflected in the profile of the chemical educator to be formed in these institutions.

scholarly journals The joy of teaching and learning in academia – teachers’ perspectives from three countries

2021 ◽  
Vol 343 ◽  
pp. 11007
Author(s):  
Alina Georgeta Mag ◽  
Sandra Sinfield ◽  
Tom Burns ◽  
Sandra Abegglen
Keyword(s):  
United Kingdom ◽  
Focus Groups ◽  
Teaching And Learning ◽  
University Teachers ◽  
University Of Calgary ◽  
The World ◽  
Free Writing ◽  
Reflective Questions ◽  
Teachers Perspectives ◽  
The Way

All over the world, the educational landscape has changed dramatically over the last year, impacting the way we teach and learn. It is time for reflecting and searching for new ways to support each other, during these pandemic times and beyond; time to co-construct creative partnerships and to innovate new ways to co-create. Change is an inevitable part of teaching and learning but the adaptations currently required are of unprecedented scale. How can we teach and learn with joy in today’s academia? How can we support each other, as teachers, in more creative ways? These two reflective questions were at the base of the study, which was conducted by university teachers from three countries: “Lucian Blaga” University of Sibiu, Romania; London Metropolitan University, United Kingdom; and University of Calgary, Canada. The methods used included interviews, focus groups and free writing with colleagues in each university. Findings revealed the challenges faced by each participant due to the emotional pressure caused in these supercomplex times, and the struggle to bring joy of teaching and learning in creative ways. This small ethnographic project reveals a need to shift our thinking about emotions and how we may facilitate the greatest success of all our students, by continually inventing new solutions and teaching with enthusiasm.

scholarly journals Os seres humanos fazem parte do meio ambiente? A escrita como instauradora de uma nova realidade / Humans are Part of the Environment? Writing as an Establisher of a New Reality

2015 ◽  
Vol 4 (1) ◽  
Author(s):  
Marcos Gonzalez
Keyword(s):  
Environmental Education ◽  
Short Distance ◽  
Cognitive Linguistics ◽  
Environmental Crisis ◽  
Human Knowledge ◽  
Written Text ◽  
Book Of Nature ◽  
The World ◽  
Collateral Effect

ABSTRACTThe relationship between man and the environment is dealt with in a fragmented way in the fields of law, education and in the discourses of social organizations – the humans are out of the medium, assuming the role of supervisor, predator or restrainer. This perception would reveal today a “collateral effect” that is being described as an “environmental crisis” or, as we propose here, “a crisis of massive literacy”. To attest this hypothesis, we performed an exploratory analysis based on the Socio-cognitive Linguistics. We argue that the oral processes are organized around the “short distance” between the “cognizant” and the “cognized”, while, in the written process, the language is interposed “between the cognizant and the cognized an object, which is the written text”. This phenomenon would explain the broad reanalysis of a cosmogony in which the Western man perceived himself as “the center of the world”, understanding himself as a being clearly distinguished from nature (Descartes), a being “outside the world”, that reads this same world as a “book of nature”, as Galileo says. To change this perception, as the contemporary environmental education wants, it would be necessary “to acquire a living sentiment of the unity of the human knowledge”, which means to transform the formal education.RESUMOTanto nas leis como nas propostas educacionais ou nos discursos das organizações sociais, a relação do homem com o ambiente é tratada de maneira fragmentada – o homem está fora do meio, cabendo-lhe o papel de fiscalizador, predador ou controlador. Tal percepção revelaria hoje um “efeito colateral” que vem sendo descrito como uma “crise ambiental” ou, como queremos, uma “crise do letramento massivo”. Para atestá-lo, empreendemos uma análise exploratória fundamentada na Linguística Sociocognitiva. Argumentamos que os processos orais se organizam em torno da “pouca distância” que o “conhecedor” tem do “conhecido”, enquanto que, com a escrita, a linguagem interpõe “entre o conhecedor e o conhecido um objeto que é o texto escrito”. O fenômeno explicaria a ampla reanálise de uma cosmogonia em que o homem ocidental se via no “centro do mundo” e passou a compreender-se como um ser que distingue claramente o eu e a natureza (Descartes), um ser “fora do mundo”, que o lê como um “livro da Natureza”, como dirá Galileu. Para mudar tal percepção, como quer a educação ambiental contemporânea, será necessário “adquirir um sentimento vivo da unidade do saber humano”, o que significará transformar a educação formal.

2008 APSA Teaching and Learning Track Summaries—Track Twelve: Internationalizing the Curriculum II

2008 ◽  
Vol 41 (03) ◽  
pp. 626-627
Author(s):  
Maqsood Choudary ◽  
Angela Gail Narasimhan ◽  
Nancy Wright
Keyword(s):  
International Relations ◽  
Political Science ◽  
Paradigm Shift ◽  
Teaching And Learning ◽  
Technological Changes ◽  
Teaching Materials ◽  
Quantum Leap ◽  
The World ◽  
History Of

Recent technological changes, particularly in the field of communications, have brought the world much closer than ever in the history of humankind. These changes, sometimes called globalization, require a paradigm shift in our thinking, teaching materials, and methods of delivery. This quantum leap is required not only in the subfield of international relations, but rather in all subfields of political science. There is also a dire need to learn from each others' experiences and give new direction to our teaching subfields.

scholarly journals Innovative Teaching and Learning Process during COVID 19

2020 ◽  
Keyword(s):  
Learning Process ◽  
Paradigm Shift ◽  
Teaching And Learning ◽  
Critical Transition ◽  
Good Effort ◽  
Innovative Teaching ◽  
Learning Mechanism ◽  
Online Platforms ◽  
The World ◽  
Near Future

The book on “Innovative Teaching and Learning Process during COVID 19” is a very good effort in bringing novel ideas at the time of pandemic. The engagement with academic fraternity leading to this wonderful outcome is laudable. As the editors of this book, we are fortunate to go through every article and found few interesting aspects in teaching and learning process. Innovation has been the most buzzed word in the world today. In fact, academia across the globe are potentially involved in INNOVATION at every possible level. We wish this race with this pace towards innovation in teaching and learning mechanism drives us to “INNOVATION 5.0” in near future. This book will be instrumental in polarizing the thoughts of reader towards this process of innovation, particularly, in delivering lectures using online platforms and e-resources. The authors in this book touched upon diverse topics related to the paradigm shift in teaching and learning process. Various tools, innovative practices were presented vividly in the articles of this book. Congratulations and wishes to authors and publishers for bringing out this productive outcome in the most critical transition time of educational reforms.

scholarly journals Contribuições da Pedagogia Waldorf para uma educação ambiental crítica: o processo pedagógico na Escola Waldorf Rural Dendê da Serra em Uruçuca-BAContributions of the Waldorf Pedagogy for a critical and emancipatory environmental education from the study of the pedagogical process at the Waldorf Rural School Dendê da Serra in Uruçuca-BAContribuciones de la Pedagogía Waldorf para una educación ambiental critica y emancipatoria a partir del estudio del proceso pedagógico en la Escuela Waldorf Rural Dendê da Serra en Uruçuca-BA

2018 ◽  
Vol 35 (1) ◽  
pp. 296-314
Author(s):  
Sandra Sylvia Ziegler ◽  
Gustavo Ferreira da Costa Lima
Keyword(s):  
Environmental Education ◽  
Social Development ◽  
Social Environment ◽  
Scientific Knowledge ◽  
School Environment ◽  
Rural School ◽  
Environmental Crisis ◽  
The Social ◽  
Modus Vivendi ◽  
The World

No cenário das múltiplas crises contemporâneas, em especial da crise ambiental se faz necessário formar indivíduos críticos, autônomos e transformadores do entorno social. O presente estudo propõe investigar possíveis contribuições da Pedagogia Waldorf para uma educação ambiental critica e emancipatória a partir do estudo do processo pedagógico e da sustentabilidade na infraestrutura do ambiente escolar na Escola Waldorf Rural Dendê da Serra em Uruçuca-BA. Por meio da pesquisa qualitativa de abordagem etnográfica com a observação do cotidiano escolar, a análise documental do Projeto Político-Pedagógico e Planos de Curso e entrevistas semiestruturada, organizados em núcleos temáticos e analisados a partir do referencial teórico encontramos segundo os pontos investigados na escola, uma perspectiva holística, sistêmica, complexa que favorece à inserção crítica da questão ambiental na educação. In the context of the multiple contemporary crises that we face, especially the environmental crisis, the model of economic, technological and social development establishes the modus vivendi that governs humanity, within a mechanistic, fragmentary and linear thinking that fractions the world and subjugates The traditional knowledge of mankind to scientific knowledge. Faced with this vision, it is necessary to seek possibilities for the education of the critical individual, autonomous and transforming the social environment. The present study aimed to investigate the possible contributions of the Waldorf Pedagogy to a critical and emancipatory environmental education from the study of environmental education in the pedagogical process and sustainability in the school environment infrastructure at the Waldorf Rural School Dendê da Serra in Uruçuca-BA. En el escenario de las múltiples crisis contemporáneas con que nos enfrentamos, en especial de la crisis ambiental, el modelo de desarrollo económico, tecnológico y social establecen el modus vivendi que rige a la humanidad, dentro de un pensamiento mecanicista, fragmentario y lineal que fracciona el mundo y subyuga Los saberes tradicionales de la humanidad al conocimiento científico. Ante esta visión se hace necesario buscar posibilidades de educación del individuo crítico, autónomo y transformador del entorno social. El presente estudio tuvo propuesto investigar posibles contribuciones de la Pedagogía Waldorf para una educación ambiental crítica y emancipatoria a partir del estudio de la educación ambiental en el proceso pedagógico y de la sostenibilidad en la infraestructura del ambiente escolar en la Escuela Waldorf Rural Dendê da Serra en Uruçuca-BA.

scholarly journals Promotion of Environmental Education in the Spanish Compulsory Education Curriculum. A Normative Analysis and Review

2021 ◽  
Vol 13 (5) ◽  
pp. 2469
Author(s):  
Ana Pellín Carcelén ◽  
Nuria Cuevas Monzonís ◽  
Ana Rodríguez Martín ◽  
Vicente Gabarda Méndez
Keyword(s):  
Environmental Education ◽  
Compulsory Education ◽  
Active Role ◽  
Social Awareness ◽  
Educational Policies ◽  
Education Curriculum ◽  
Continuous Training ◽  
Specific Content ◽  
The World ◽  
Governmental Institutions

The environmental education and the promotion of the sustainability are two of the main axes in the international guidelines around the world. Education institutions must play an active role to achieve environment and sustainability awareness, and government educational policies should provide education institutions the necessary tools. This study tries to analyze the way in which these topics have been integrated in the Spanish compulsory curriculum through the normative review. Specifically, a content analysis has been used to quantify environmental and sustainability references, both in the subjects they integrate and the contents and standards which they relate with. The results show that: (1) there is not a transversal consideration of these terms; (2) the integration is greater in the Secondary Education; (3) environmental and sustainability treatment is mostly theoretical and focused on instrumental subjects; (4) when the approach is practical, it is often linked to reflections processes. Thus, we conclude on the need for governmental institutions to increase the presence of these terms in the educational curriculum and to integrate them in a transversal way and, through specific content, skills that contribute to build a collective social awareness of the importance of these phenomena in our society, including them as content as well as in the initial and continuous training.

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