scholarly journals Ludic Scopes for Environmental Crisis and Education

2019 ◽  
Vol 14 (2) ◽  
pp. 107-118
Author(s):  
Giorgio Osti
Keyword(s):  
Social Sciences ◽  
Environmental Education ◽  
Environmental Issues ◽  
Environmental Crisis ◽  
Two Factors ◽  
Play Game ◽  
Game Metaphor

The article aims to add a ludic perspective to those generally used for studying environmental issues in social sciences. To introduce in the debate a play/game metaphor enriches the interpretations of environmental crisis and provides a further motivation to action. The ludic perspective has a sociorelational background. That tradition of studies helps in constructing a set of categories that are then applied to environmental education (EE). The choice of such a topic is motivated by two factors: EE is an aspect generally practiced but mistreated in the main theorizations, and EE is exemplary of the potentialities of the playing games metaphor, which are the desire to create, the acceptance of slow changes, the protection of an experimental bubble, and irony toward environmental issues.

Eliciting Students' Understandings: Necessary Steps in Environmental Education

1993 ◽  
Vol 9 ◽  
pp. 95-114 ◽  
Author(s):  
Alistair Robertson
Keyword(s):  
Environmental Education ◽  
Fundamental Problem ◽  
Industrial Effluent ◽  
Environmental Issues ◽  
Environmental Crisis ◽  
Political Values ◽  
Natural Systems ◽  
Research And Teaching ◽  
Lifestyle Choices ◽  
State Of Affairs

One difficulty in conceptualising the scope of environmental education results from the tremendous breadth of environmental issues which need to be addressed. Environmental issues may be considered, for example, in terms of ‘an interlinked array of political, social, economic and biophysical environmental factors’ (O'Donoghue & McNaught 1991, p.391; see also Di Chiro 1987, p.25). This conception portrays environment as not just natural systems alone, but as ‘a human creation, a result of the way we use nature and its resources to satisfy our needs and wants’ (Fien 1993, p.3). These conceptual developments are consistent with the growing realisation that environmental issues cannot be understood, let alone addressed, in isolation from social and political values and lifestyle choices (Capra, 1982; Devall, 1988; Guha, 1989). Illustrating this thinking, Livingston (in Evernden 1993, p.xii) portrays environmental issues as analogous to the tips of icebergs: they are simply the visible portion of a much larger entity, where the ‘submerged mass constitutes the fundamental problem, that domain of unspoken assumptions which legitimates the behaviour which precipitates the state of affairs we designate as “the environmental crisis”’. Evernden (1993, p.xii) proposes that a consideration of environmental issues must begin with the recognition that their source ‘lies not without but within, not in industrial effluent but in assumptions so casually held as to be virtually invisible’. These interpretations of root causes of environmental issues have important implications for environmental education research and teaching practices.

scholarly journals Formation of ecological education of the population

2020 ◽  
Vol 159 ◽  
pp. 01009
Author(s):  
Valery Litvishko ◽  
Aigul Akhmetova ◽  
Gaukhar Kodasheva ◽  
Aigerim Zhussupova ◽  
Rilla Malikova ◽  
...  
Keyword(s):  
Young People ◽  
Environmental Education ◽  
Environmental Issues ◽  
Future Generation ◽  
Environmental Crisis ◽  
Global Issues ◽  
Governmental Organizations ◽  
Non Governmental Organizations ◽  
The Republic ◽  
Characteristic Features

This article analyzes the concepts and role of environmental education of the population, and also discusses the problems of forming an ecological outlook among young people in the Republic of Kazakhstan. Solving global issues, including environmental protection, fighting the consequences of the environmental crisis, is comprehensive, including in the field of education. The solution to the vital environmental issues and problems faced by the world community is largely correlated with the prosperity of environmental education and the upbringing of the future generation. In this regard, the pedagogical and social aspects of environmental education and the education of young people is the main issue in the period of modernization in Kazakhstan. The problem of environmental education of young people should be regarded as a sovereign and self-valuable area of the educational development of the people’s personality. The characteristic features include understanding of the goals, objectives and detectors of the effectiveness of education, the orientation of educational interaction in solving global and local environmental issues, reinforcement of environmental education and practical activities of public non-governmental organizations.

scholarly journals La educación ambiental ante el problema ético del desarrollo

2017 ◽  
Vol 21 (2) ◽  
pp. 1
Author(s):  
Carlos Humberto González-Escobar
Keyword(s):  
Environmental Education ◽  
Public Management ◽  
Human Subjects ◽  
Environmental Issues ◽  
Environmental Conflict ◽  
Environmental Crisis ◽  
Transdisciplinary Approach ◽  
Fields Of Study ◽  
The Social

The objective of this literature review is to understand the complexity of the environmental issue in a context of civilizational crisis generated by the scientific paradigm and the prevailing forms of knowledge. From this research, the objective is to evaluate the pedagogical exercise and the role of the environmental education in the supreme task of forming a cognitive, ethical, political, and historical subject capable of taking the new planetary challenges on. The structural order of this essay focuses on a critical reflection on the environmental crisis; it also questions the restrictions of the environmental education, and, from the complexity, the reasons for trying to incorporate new fields of study with a transdisciplinary approach. This paper analyzes the structural causes of the discourse of development as factors that generate the social, political and environmental conflict in Colombia. These causes are reflected in an institutional crisis, absence of the State, and, therefore, in governability; for which education makes possible a pedagogical exercise in a critical formation that leads to a configuration of democracy and public management. The exercise of power, the decision-making and the role of human subjects must be accomplished in a conscious and ethical way (integrative values). In order to achieve this, an ethics of development is essential to understand and assume responsibility for environmental issues. It is understood, then, that the development supports an ethical dimension promoting sustainable interactions between the society and the nature.

Integration of Environmental Education and Research for Multi-Disciplinary Studies

2014 ◽  
Vol 1065-1069 ◽  
pp. 2463-2466 ◽  
Author(s):  
Ming Qing You
Keyword(s):  
Environmental Education ◽  
College Graduates ◽  
Environmental Studies ◽  
Environmental Issues ◽  
Engineering Management ◽  
Fields Of Study ◽  
Informed Decisions ◽  
The Government ◽  
Politics And Law

The current environmental education and research are scattered in different disciplines of studies, notably science, engineering, management, economics, politics, and law. This leads to some problems, such as the lack of sufficient understanding of other fields, narrow perspectives towards environmental issues and ill-informed decisions of different branches of the government, and the teaching of one field of the environmental studies based on a false, distorted, or outdated understanding of other fields. Restructuring course curriculum, multi-disciplinary research, and recruitment of college graduates from other fields of study are some of the suggestions.

Drama and Environment: Joining Forces to Engage Children and Young People in Environmental Education

2013 ◽  
Vol 29 (2) ◽  
pp. 182-201 ◽  
Author(s):  
David J. Curtis ◽  
Mark Howden ◽  
Fran Curtis ◽  
Ian McColm ◽  
Juliet Scrine ◽  
...  
Keyword(s):  
Environmental Education ◽  
Case Studies ◽  
Large Scale ◽  
Environmental Issues ◽  
Contemporary Society ◽  
Children And Young People ◽  
School Based ◽  
Qualitative Evidence ◽  
Theatre Company ◽  
Theatre In Education

AbstractEngaging and exciting students about the environment remains a challenge in contemporary society, even while objective measures show the rapid state of the world's environment declining. To illuminate the integration of drama and environmental education as a means of engaging students in environmental issues, the work of performance companies Evergreen Theatre, Leapfish and Eaton Gorge Theatre Company, the ecological oratorio Plague and the Moonflower, and a school-based trial of play-building were examined through survey data and participant observations. These case studies employed drama in different ways — theatre-in-education, play-building, and large-scale performance event. The four case studies provide quantitative and qualitative evidence for drama-based activities leading to an improvement in knowledge about the environment and understandings about the consequences of one's actions. In observing and participating in these case studies, we reflect that drama is a means of synthesising and presenting scientific research in ways that are creative and multi-layered, and which excite students, helping maintain their attention and facilitating their engagement.

scholarly journals From Environmental Awareness to Environmental Responsibility: Towards a Stewardship Curriculum

2016 ◽  
Vol 2 (2) ◽  
pp. 60
Author(s):  
Ajayi C. Omoogun ◽  
Etuki E. Egbonyi ◽  
Usang N. Onnoghen
Keyword(s):  
Environmental Education ◽  
Environmental Ethics ◽  
Environmental Concern ◽  
Environmental Awareness ◽  
Code Of Conduct ◽  
Human Perception ◽  
Environmental Issues ◽  
School Curriculum ◽  
Ecological Problems ◽  
Environmental Curricula

<p>The period of environmentalism heightened environmental concern and subsequently the emergence of Environmental Education that is anchored on awareness. It is thought that increase in environmental awareness will reverse the misuse of the environment and its resources. Four decades after the international call for Environmental Education, Earth’s degradation is far from abating as it’s pristinity is consistently and irreversibly being eroded by no less than from anthropocentric activities. Humans have seen themselves as the dominant species that is apart and not part of the organisms that constitute the environment. The philosophical value free nature concepts and the theological assumption that human are the ultimate species together with the rise of capitalism and its surrogates consumerism together conspire to diminuate environmental health. To protect the environment therefore, we must refocus EE to change human’s view of the environment and attitude towards the utilization of its resources. Environmental education can become more effective in creating respect for the environment. This paper examined the failure of efforts at addressing environmental issues via environmental education. The paper posits that environmental problems are on the increase due to lack of deliberate responsibility and stewardship, lack of a unique EE curricula and ineffective pedagogy. We suggest therefore that EE can target human perception and attitude and direct then towards biocentric stewardship for the environment. This can be achieved through a deliberate pedagogy of environmental values that promotes sustainable attitude and respect for the environment. Humans must bear the burden of responsibility to ensure the wellbeing of the environment. We must replace the philosophical value free nature concepts that nature is a common commodity and the theological assumption that humans are the ultimate species. We must also rethink our consumerism nature and the endless faith in the efficacy of technology to solve reoccurrence human induced ecological problems. These issues must be embedded in the school curriculum. Pedagogical approach to EE should essentially be the experiential model. The school curriculum must be the carrier and doer of these values that are crucial to the sustainability of the environment. Environmental ethics, environmental code of conduct, environmental nationalism, nature as manifestation of God, ascetic consumerism are recommended as key component of environmental curricula and pedagogy.<strong> </strong></p>

scholarly journals Pengembangan Pendidikan Lingkungan Hidup melalui Program Adiwiyata (Studi di Kota Surabaya)

2020 ◽  
Vol 11 (2) ◽  
pp. 121-134
Author(s):  
Yulia Indahri
Keyword(s):  
Environmental Education ◽  
Student Attitudes ◽  
Informal Education ◽  
18Th Century ◽  
Environmental Issues ◽  
Environmental Problems ◽  
City Government ◽  
Legal Basis ◽  
The Government ◽  
Environmental Understanding

Environmental education (EE) is an integration of environmental understanding with formal or informal education. EE is expected to help students gain understanding on the awareness and knowledge about the environment to further shape student attitudes. From these understanding, skills and abilities will emerge so that students can actively participate and become agents in solving environmental problems. The concept of EE itself can be traced back to the 18th century, although globally, those engaged in the environmental sector began to strive to develop a more measurable EE concept since the 1970s. The legal basis also varies, with application models that adapt to each distinctive environment. Adiwiyata is a form of EE managed by the government through the integration of two important ministries, namely the ministry that deals with environmental issues and the ministry that deals with education. This study was intended to find out whether Adiwiyata was in accordance with the EE concept that was agreed upon globally. In particular, the implementation of the Adiwiyata Program in Surabaya City is the focus of this paper based on the results of research on the environment in 2019 which have been published. The environmental awareness of Adiwiyata School in Surabaya City is quite high and the concept developed by the Surabaya City Government is very solid that involves all parties.AbstrakPendidikan lingkungan hidup (PLH) merupakan pengintegrasian pemahaman lingkungan hidup dengan pendidikan formal atau pendidikan informal. PLH diharapkan dapat membantu siswa memperoleh kesadaran dan pengetahuan mengenai lingkungan hidup untuk selanjutnya dapat membentuk sikap siswa. Dari pemahaman tersebut akan muncul keterampilan dan kecakapan sehingga siswa dapat berpartisipasi aktif dan menjadi agen dalam memecahkan masalah lingkungan. Konsep PLH sendiri dapat ditelusuri sampai abad ke-18, walaupun secara global, mereka yang bergerak di bidang lingkungan hidup mulai berupaya untuk menyusun konsep PLH yang lebih terukur sejak tahun 1970-an. Dasar hukumnya pun beragam, dengan model penerapan yang menyesuaikan dengan lingkungan masing-masing. Adiwiyata merupakan salah satu bentuk PLH yang dikelola pemerintah dengan mengintegrasikan dua kementerian penting, yaitu kementerian yang menangani masalah lingkungan hidup dan kementerian yang menangani pendidikan. Kajian ini dimaksudkan untuk mengetahui apakah Adiwiyata sudah sesuai dengan konsep PLH yang disepakati secara global. Secara khusus, pelaksanaan Program Adiwiyata di Kota Surabaya menjadi fokus dari tulisan ini berdasarkan hasil penelitian tentang lingkungan di tahun 2019 yang telah dibukukan. Kesadaran lingkungan Sekolah Adiwiyata di Kota Surabaya sudah cukup tinggi dan konsep yang dikembangkan oleh Pemerintah Kota (Pemkot) Surabaya sangat solid dengan melibatkan semua pihak.

scholarly journals Analysis of the impact of plastic on the theme of Environmental Education for application in Brazilian public schools

2020 ◽  
Vol 8 (6) ◽  
pp. 78-89
Author(s):  
Diovana Napoleão ◽  
Letícia Alvarenga de Paula Eduardo ◽  
Roberta Veloso Garcia ◽  
Estaner Claro Romão
Keyword(s):  
Public Schools ◽  
Environmental Impact ◽  
Environmental Education ◽  
Waste Management ◽  
Social Values ◽  
Environmental Issues ◽  
Aquatic Environments ◽  
Pedagogical Practice ◽  
The Individual ◽  
The Impact

Environmental issues have been a prominent issue worldwide and the increase in plastic production and the lack of post-consumer waste management programs result in inadequate disposal and deposition in terrestrial and aquatic environments, causing environmental impacts. This paper was developed through the analysis of aspects of pedagogical practice in relation to environmental education with the plastic theme and its environmental impact on the environment. In this perspective, environmental education through the individual and the collectivity builds social values, knowledge, skills and competences aimed at the conservation of the environment. However, it was observed that addressing environmental issues should be considered a challenge for teachers, as it is a broad and diverse subject, as they are not prepared for the development of these activities and schools do not have the infrastructure to meet the needs of approaches to environmental issues.

scholarly journals Os entraves da tendência pragmática para uma educação ambiental emancipatória / The challenges of the pragmatic tendendy for emancipatory environmental education

2017 ◽  
Vol 7 (2) ◽  
pp. 146
Author(s):  
Liliane Samira Becari Nogueira ◽  
Catarina Teixeira
Keyword(s):  
Sustainable Development ◽  
Critical Theory ◽  
Environmental Education ◽  
Environmental Crisis ◽  
Central Position ◽  
Theoretical Discussion ◽  
Educational Problem ◽  
The Sustainable Development ◽  
Educational Issue ◽  
Educational Field

Este artigo é um ensaio teórico fundamentado em autores que analisam as correntes e tendências político-pedagógicas da Educação Ambiental (EA). A discussão se apoia na ideia de crise ambiental da sociedade contemporânea e as compreensões acerca do conceito inerente ao termo “Desenvolvimento Sustentável”, característico da macrotendência pragmática. Discute-se as características de cada tendência da EA e os entraves do pragmatismo em contraposição a uma Educação Ambiental Emancipatória, tendo como referencial epistemológico e filosófico a Teoria Crítica. De forma geral, o pragmatismo se apresenta como um problema da Educação e, por consequência, da EA. A valorização do pragmatismo em detrimento do fazer permeado pelo pensamento crítico constitui um dos problemas da vertente hegemônica da EA. Embora haja um crescimento da vertente crítica da EA, a posição central dentro do campo ocupada atualmente pela tendência pragmática nos impõe uma Educação Ambiental incapaz de realizar o seu potencial emancipatório, por estar apoiada em práticas que não se orientam para a transformação das relações sociais vigentes.Palavras-chave: Educação Ambiental; Pragmatismo; Teoria crítica; Emancipação. ABSTRACT: The present article is a theoretical discussion based on authors who analyze current political-pedagogical trends of the Environmental Education. The discussion is substantiated on the idea of the modern society's environmental crisis and the understanding of the concept associated with the "Sustainable Development" term, representing a predominant pragmatic macrotendency in the Environmental Educational field. The article discusses the aspects of each Environmental Education tendency and the challenges of the pragmatism opposed to the Emancipatory Environmental Education idea, taking as a phisophical and as an epistemological reference the Critical Theory. In general, the pragmatism is presented as an educational problem and consequently an Environmental Educational issue. The appreciation of pragmatism compared to the devaluation of the acts reasoned on the assumptions of the critical thinking is one of the problems of the hegemonic strand of the Environmental Education. Although there is some growth of the critical strand of the Environmental Education, the central position in this field, currently occupied by the pragmactic tendency, imposes on us an Evironmental Education incapable of fulfilling its emancipatory potencial for being supported by practices that are not oriented towards the transformation of the current social relations.Keywords: Environmental education; Pragmatism; Critical theory; Emancipation.

scholarly journals Políticas Ambientais: uma possibilidade de currículo

ILUMINURAS ◽  
2016 ◽  
Vol 17 (41) ◽  
Author(s):  
Jose Luis Abalos Junior
Keyword(s):  
Social Sciences ◽  
Environmental Issues ◽  
Environmental Risks ◽  
Social Anthropology ◽  
Ecological Citizenship ◽  
New Concepts ◽  
The Social ◽  
Important Approach ◽  
In Transit ◽  
Belo Monte

Este relato é fruto de reflexões que tive na graduação em Ciências Sociais e no Mestrado Acadêmico em Antropologia Social (PPGAS/UFRGS) nos quais me deparei inúmeras vezes com a reflexão da questão das políticas que envolvem a temática ambiental. Entendendo estas experiências como significativas para o desenvolvimento dos estudos ambientais dentro de perspectivas antropológicas, faço uma síntese sobre os principais conceitos a serem tratados em propostas como a de um currículo de estudo. Entre estes conceitos se inserem o de responsabilidade social e ambiental entrando no debate da conferência da ONU sobre “o futuro que queremos”. Riscos ambientais e contaminação também são categorias de importante discursão num programa desse tipo. O debate sobre políticas e democracia traz a tona a análise de políticas ambientais como a de Belo Monte. A contextualização de novos tipos de cidadania, como a ecológica, desperta atenção para novos conceitos como o de sustentabilidade e desenvolvimento sustentável. Esse modelo de trânsitos na política instiga novos debates como o de Conflitos e Justiça Ambientais. Assim como a política em transito adentra a discursão sobre o que são populações tradicionais. A Educação Ambiental aparece nesse sentido como uma dimensão político-pedagógica importante para o desenvolvimento de novos sujeitos capazes de pensar a “política do eu” e as “políticas da natureza”. Por fim, faço uma breve reflexão sobre a produção de uma antropologia vitalista em Tim Ingold relacionando com o rompimento de uma disciplinaridade, empreitada importante ao dialogarmos sobre políticas ambientais.Palavras-Chaves: Ambientalismo. Natureza. Currículo.Environmental Policies : A chance of curriculumAbstract This report is the result of reflections from the period of my undergraduated studies on Social Sciences to masters on Social Anthropology (PPGAS/UFRGS) during which I deal many times with the issue about policies that involve environmental issues. Understanding these experiences as significant for the development of environmental studies within anthropological perspectives, I make a synthesis of the main concepts would be treated in proposals such as a study curriculum. These concepts include the social and environmental responsibility add in the UN conference debate about "the future we want". Environmental risks and contamination are also important categories to discussion in this kind of program. Debate on policies and democracy brings out the analysis of environmental policies such as Belo Monte. Contextualization of new types of citizenship, such as ecological citizenship, arouses attention to new concepts such as sustainability and sustainable development. This model of transits in politics instigates new debates as Conflicts and Environmental Justice. Likewise, the policies in transit enter the discussion about what are traditional populations. In this sense, environmental education appears as an important political and pedagogical dimension to the development of new subjects able to think the “policy of self” and the "policy of nature”. Finally, I make a brief reflection on the production of a vitalist anthropology at Tim Ingold connected to a break of a disciplinary, important approach to dialogue on environmental policies.Keywords: Environmentalism. Nature. Curriculum. 

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