scholarly journals Ecophilosophical Principles for an Ecocentric Environmental Education

2019 ◽  
Vol 9 (1) ◽  
pp. 37 ◽  
Author(s):  
David Molina-Motos
Keyword(s):  
Environmental Education ◽  
Social Ecology ◽  
Deep Ecology ◽  
Social Imaginary ◽  
Specific Nature ◽  
Land Ethics ◽  
The Social ◽  
Educational Movements ◽  
Theoretical Proposal ◽  
Synoptic View

As environmental slogans have been permeating the social imaginary and permeating the conceptual and axiological dimensions of the different educational currents, Environmental Education has been prompted to define its own specific nature in contrast to the supposedly more integrative educational movements. In contrast to the historical or meta-theoretical strategies of specification and foundation of environmental education, we propose the establishment of some principles derived from genuinely ecological and ecocentric environmental philosophies; the ecophilosophies. This work reviews—in a conciliatory framework and with a pedagogical interest in mind—the most significant contributions of land ethics, deep ecology, social ecology, ecofeminism and the change of paradigm ecologies. The result is a set of facets, key categories and features that offer an integrated and synoptic view of how Ecocentric Environmental Education (EEE) could be based on ecophilosophical principles. In addition, the contrasting features that define those non-ecocentric perspectives of Environmental Education are proposed, and a deconstructive transition of these in alliance with another reconstructive ecophilosophical feature is suggested as the central intention of the Environmental Education methodology. Finally, the value of the theoretical proposal is defended as a foundation and framework for future pedagogical specifications and methodological developments.

Heidegger and Ecophenomenology

2009 ◽  
Vol 43 ◽  
pp. 167-185
Author(s):  
Trish Glazebrook ◽  
Keyword(s):  
Environmental Justice ◽  
International Development ◽  
Environmental Ethics ◽  
Social Ecology ◽  
Intrinsic Value ◽  
Environmental Issues ◽  
Deep Ecology ◽  
Potential Contribution ◽  
The Social

This paper is an application of Heidegger’s work to issues in sustainability and environmental justice that demonstrates the value and significance of his work beyond traditional contexts for analysis of his thinking. It argues that Heidegger prompts a constructive environmental phenomenology, which is developed around three themes: physics and teleology; dwelling in nature; and the social obligations of the sciences. Aristotle’s Physics is shown to provide Heidegger with a teleological conception of nature that promotes its intrinsic value. This analysis is used toward an environmental ethics of “dwelling,” in contrast to consumer culture’s reduction of nature to resource. Finally, Heidegger’s potential contribution to debates concerning the social obligations of the sciences is developed. Throughout these analyses, his work is connected with principles of deep ecology, social ecology and ecofeminism, and his applicability to environmental issues in international development is demonstrated. In conclusion, Heideggerian ecophenomenology is argued to promote sustainability and environmental justice insofar as it supports an alternative to the logic of domination currently overrunning the globe.

Social Ecology as Innovative Tertiary Environmental Education

1992 ◽  
Vol 8 ◽  
pp. 59-75 ◽  
Author(s):  
Lesley White
Keyword(s):  
Environmental Education ◽  
Rural Development ◽  
Social Ecology ◽  
Albert Einstein ◽  
Learning Opportunities ◽  
Tertiary Level ◽  
Undergraduate Level ◽  
The Social ◽  
First Time

Social ecology as expressed by the Social Ecology Centre, (Faculty of Agriculture & Rural Development, University of Western Sydney, Hawkesbury), is an emerging field of learning concerned with improving the quality of the interrelationships between people and between people and the environment. The essence of this improvement is powerfully depicted by Albert Einstein, with this plea for people to widen their sense of compassion and concern to all life:A human being is part of the whole, called by us ‘Universe’ a part limited in time and space. He experiences himself, his thoughts and feelings as something separated from the rest, a kind of optical delusion of his consciousness. This delusion is a kind of prison for us, restricting us to our personal desires and to affection for a few persons nearest us. Our task must be to free ourselves from this prison by widening our circle of compassion to embrace all living creatures and the whole of nature and its beauty.Social ecology then is concerned with recognising and transcending this ‘optical delusion’ of which Einstein speaks.In 1992 the Social Ecology Centre will be offering, through the introduction of the Bachelor of Applied Science (Social Ecology) [B. App. Sc. (Soc. Ecol.)] program, a substantively new and different approach to environmental education at a tertiary level. The establishment of the B.App.Sc. (Soc. Ecol.) will provide for the first time learning opportunities in social ecology at undergraduate level.

REKONSTRUKSI DAN REAKTUALISASI LITERASI EKOLOGI SOSIAL ISLAM

1970 ◽  
Vol 13 (2) ◽  
Author(s):  
Heru Kurniawan
Keyword(s):  
Natural Environment ◽  
Social Ecology ◽  
Social Space ◽  
The State ◽  
Ecological Literacy ◽  
Human Interaction ◽  
Basic Principles ◽  
Ecological Awareness ◽  
Social Ecological ◽  
The Social

Literasi ekologi sosial Islam adalah interaksi manusia dengan lingkungan alam, teknologi, dan sosial yang didasarkan pada prinsip dasar Islam. Rekonstruksi literasi ekologi sosial Islam yang bisa direkonstruksi adalah prinsip dasar Islam yang menegaskan posisi manusia sebagai “pemimpin” yang diberi “amanah” untuk mengelola “bumi” atau “lingkungan alam dan sumber daya alam” sebaik-baiknya. Rekonstruksi literasi ekologis inilah yang kemudian akan diaktualisasikan pada masyarakat. Proses aktualisasi adalah kegiatan aktual dalam menanamkan kesadaran ekologi sosial Islam pada masyarakat yang mana dilakukan dalam ruang sosial keluarga, masyarakat, dan sekolah yang diorganisasi oleh negara melalui kebijakan dan peraturan per undang-undangan. Dengan proses rekonstruksi dan aktualisasi yang terstruktur ini, maka negara akan aktif membangun kesadaran ekologis sosial Islam dengan aktif dan terstruktur dengan baik guna mewujudkan basis kesadaran, ilmu pengetahuan, dan tata nilai ekologi sosial Islam pada masyarakat. Literacy on Islamic social ecology is the human interaction with the natural environment, technology, and social which is based on the basic principles of Islam. Reconstruction of literacy on Islamic social ecology that can be reconstructed is a basic tenet of Islam that affirms the human position as a "leader" by "mandate" to manage "Earth" or "natural environment and natural resources" as well as possible. Reconstruction of ecological literacy is then to be actualized in society. The process of actualization is actual activity in instilling awareness of the social ecology of Islam in the society which is done in the social space of families, communities, and schools organized by the state through policies and regulations. With the process of reconstruction and actualization, then the state will actively build social-ecological awareness of Islam in order to realize a base of awareness, knowledge, and values of Islamic social ecology in society.

Body and Gender within the Stratifications of the Social Imaginary

Hypatia ◽  
2005 ◽  
Vol 20 (2) ◽  
pp. 102-118
Author(s):  
Alice Pechriggl
Keyword(s):  
Social Imaginary ◽  
The Social ◽  
And Gender

Commentary

2017 ◽  
Author(s):  
Peggy J. Miller ◽  
Grace E. Cho
Keyword(s):  
Self Esteem ◽  
Social Imaginary ◽  
Active Engagement ◽  
Socioeconomic Conditions ◽  
Personal Meanings ◽  
Self Evaluation ◽  
The Social ◽  
The World ◽  
The Individual ◽  
Past Experiences

Chapter 12, “Commentary: Personalization,” discusses the process of personalization, based on the portraits presented in Chapters 8–11. Personalization is not just a matter of individual variation; it is a form of active engagement through which individuals endow imaginaries with personal meanings and refract the imaginary through their own experiences. The portraits illustrate how the social imaginary of childrearing and self-esteem entered into dialogue with the complex realities of people’s lives. Parents’ ability to implement their childrearing goals was constrained and enabled by their past experiences and by socioeconomic conditions. The individual children were developing different strategies of self-evaluation, different expectations about how affirming the world would be, and different self-defining interests, and their self-making varied, depending on the situation. Some children received diagnoses of low self-esteem as early as preschool.

Child-Affirming Artifacts

2017 ◽  
Author(s):  
Peggy J. Miller ◽  
Grace E. Cho
Keyword(s):  
Self Esteem ◽  
Consumer Products ◽  
Social Imaginary ◽  
Children's Books ◽  
The Social ◽  
Children’S Homes ◽  
Tv Shows ◽  
Vygotskian Theory ◽  
Electronic Games ◽  
Inherent Worth

Chapter 7, “Child-Affirming Artifacts,” uses ideas from Vygotskian theory to describe the child-affirming artifacts that populated children’s homes. Some artifacts were widely distributed consumer products. Children interacted with toys and electronic games that dispensed praise. Children’s books and TV shows, marketed as promoting children’s self-esteem, featured characters who were celebrated for their achievements, individuality, inherent worth, and potential. Several children loved Blue’s Clues, a show whose star constantly praised its characters and audience. These consumer products instantiated the same self-enhancing practices that parents believed fostered children’s self-esteem, thereby amplifying the social imaginary. This chapter also describes personalized, handmade artifacts designed by the families to celebrate their children. Photos of the children and artwork by children were on display in every household, and some adults created original homages to their children, which prompted commentary and stories that extolled the children’s achievements and reminded them how much they were loved and cherished.

All Aboard the Louis Vuitton Train!

Pólemos ◽  
2016 ◽  
Vol 10 (1) ◽  
pp. 179-195
Author(s):  
Leif Dahlberg
Keyword(s):  
Body Politic ◽  
The Body ◽  
Social Imaginary ◽  
The Social ◽  
Continuous Running

Abstract The article discusses fashion advertising as a means to access and understand contemporary social imaginary significations of the body politic, focusing on an advertising for Louis Vuitton. The article suggest that one can read advertising as a form of continuous, running commentary that society makes of itself, and through which one can unearth the social imaginary. The article finds a plethora of meanings in the selected advertising for Louis Vuitton, but the central finding is that the fashion advertising represents community as an absence of community; in other words as a deficit that the brand somehow is able to rectify.

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