scholarly journals Eco-Anxiety and Environmental Education

2020 ◽  
Vol 12 (23) ◽  
pp. 10149
Author(s):  
Panu Pihkala
Keyword(s):  
Environmental Education ◽  
Ecological Crisis ◽  
Extensive Literature ◽  
Multiple Forms ◽  
Emotional Resilience ◽  
Emotional Skills ◽  
Self Reflection ◽  
Safe Spaces ◽  
Environmental Educators ◽  
Theoretical Analyses

Anxiety and distress about the ecological crisis seems to be a rapidly growing phenomenon. This article analyzes the challenges and possibilities posed by such “eco-anxiety” for environmental education. Variations of eco-anxiety are analyzed, and it is argued that educators should be aware of the multiple forms that the phenomenon has. Eco-anxiety is found to be closely connected with many difficult emotions, such as grief, guilt, anger, and despair. However, anxiety also has an adaptive dimension, which can be called “practical anxiety”. Anxiety is connected with expectation, motivation, and hopes. Previous research about eco-anxiety and ecological emotions in various disciplines is discussed, and related studies from various fields of education are brought together. Based on this extensive literature review, theoretical analyses are made, using a philosophical method. It is argued that environmental educators need organizational and peer support both in relation to their own difficult emotions and in order to develop emotional skills in their work. Educators should first practice self-reflection about eco-anxiety, after which they have many possibilities to help their audiences to develop emotional resilience. Potential practical activities related to eco-anxiety are discussed, drawing from various fields of education. These include validation of eco-anxiety and ecological emotions, providing safe spaces to discuss them, and, if possible, providing embodied and creative activities to more fully deliberate on them.

Hyperobjects, Media, and Assemblages of Collective Living: Playing With Ontology as Environmental Education

2019 ◽  
Vol 35 (3) ◽  
pp. 213-221
Author(s):  
Jesse Bazzul
Keyword(s):  
Social Sciences ◽  
Environmental Education ◽  
Ecological Crisis ◽  
Ecological Awareness ◽  
Creative Thought ◽  
The World ◽  
The Future ◽  
Humanities And Social Sciences ◽  
Environmental Educators

AbstractThis article emphasises the importance of creative thought for environmental education through a discussion of the ontologically rich work of Anna Tsing, Timothy Morton and John Peters. The recent turn toward ontology in the humanities and social sciences has consequently led to diverse theories about ‘how things are’, and some of these concepts might assist justice-oriented environmental educators in raising ecological awareness in a time of crisis. Using assemblages, media and hyperobjects as concepts to (re)imagine the the world(s) of the Anthropocene, this article promotes a practice of ontic-play, a constantly changing engagement with ontological thought. To think through ecological crisis means moving towards philosophy as creation or art. In other words, engaging thought from the future.

Separation and Unity: Zen Koan in Environmental Theory and Education

2020 ◽  
pp. 1-10
Author(s):  
David Chang
Keyword(s):  
Environmental Education ◽  
Human Nature ◽  
Western Culture ◽  
Natural World ◽  
Sensory Experience ◽  
Ecological Crisis ◽  
Ecological Ethics ◽  
Pedagogical Innovation ◽  
The Earth ◽  
Environmental Educators

Abstract The ecological crisis has been traced to a rupture in the human-nature relationship, which sees the natural world as inert materials that serve human utility. This prevailing sense of separation is thoroughly embedded in Western culture through engrained metaphors that reinforce a view of the Earth as a subject of human mastery. To counter the disjuncture between humans and nature, some theorists have suggested a unitive view of nature, while others have argued for more expansive forms of identification that engender a more responsive ecological ethics. Despite these efforts, the human-nature dichotomy remains a perennial issue of debate, especially for environmental educators who strive to cultivate a more harmonious relationship with the earth. This article examines the Zen Koan (case or example) as a pedagogical innovation that hones the learner’s ability to entertain opposing propositions. Humans are both united with and separate from nature at the same time. The Koan encourages an epistemological fluidity and openness to ambiguity that can enrich and deepen inquiry. In the context of environmental education, this contemplative approach to investigation can complement immersive pedagogies that enjoin somatic and sensory experience in explorations of the natural world.

scholarly journals Applied theatre, puppetry and emotional skills in healthcare: A cross-disciplinary pedagogical framework

2020 ◽  
Vol 8 (1) ◽  
pp. 89-105 ◽  
Author(s):  
Persephone Sextou ◽  
Anatoli Karypidou ◽  
Eleni Kourtidou-Sextou
Keyword(s):  
Health Care ◽  
Active Listening ◽  
Study Phase ◽  
Emotional Resilience ◽  
Emotional Challenges ◽  
Emotional Skills ◽  
Self Reflection ◽  
Training Courses ◽  
Professional Artists ◽  
Pedagogical Framework

Artists such as actors and puppeteers in health care face emotional challenges in their work. This article investigates the interpersonal competencies and emotional skills of the artist who uses puppets in their practice in health-care contexts and settings. We present initial findings from phase B of a wider longitudinal study. Phase A focused on actors in hospitals and drama trainees; Phase B uses qualitative research methods with actors, puppeteers and therapists as participants. Content analysis of data reveals that the main competencies the artist needs to deal with emotional incidents in health care are empathy, self- and social awareness, self-care, self-reflection, emotional resilience and active listening. These skills are needed alongside acting and puppetry skills to develop competent and professional artists in healthcare. The study offers evidence to further develop strategies of receiving, processing and communicating emotions safely and effectively within the protection of the artform. This study therefore diverts our attention from traditional training courses that are mainly about learning artistic skills to a cross-disciplinary pedagogical framework that aims to enable artists to observe, reflect and process emotions before, during and after a performance with patients as theatre ‘audience’-participants.

Thinking with a landscape: the Australian Alps, horses and pedagogical considerations

2020 ◽  
pp. 1-19
Author(s):  
Scott Jukes
Keyword(s):  
Environmental Education ◽  
Educational Research ◽  
Specific Problem ◽  
Geographical Location ◽  
Outdoor Environmental Education ◽  
Australian Alps ◽  
Environmental Educators ◽  
Multiple Species ◽  
Constructing Knowledge

Abstract This paper proposes some possibilities for thinking with a landscape as a pedagogical concept, inspired by posthuman theory. The idea of thinking with a landscape is enacted in the Australian Alps (AA), concentrating on the contentious environmental dilemma involving introduced horses and their management in this bio-geographical location. The topic of horses is of pedagogical relevance for place-responsive outdoor environmental educators as both a location-specific problem and an example of a troubling issue. The paper has two objectives for employing posthuman thinking. Firstly, it experiments with the alternative methodological possibilities that posthuman theory affords for outdoor environmental education, including new ways of conducting educational research. Secondly, it explores how thinking with a landscape as a pedagogical concept may help open ways of considering the dilemma that horses pose. The pedagogical concept is enacted through some empirical events which sketch human–horse encounters from the AA. These sketches depict some of the pedagogical conversations and discursive pathways that encounters can provoke. Such encounters and conversations are ways of constructing knowledge of the landscape, covering multiple species, perspectives and discursive opportunities. For these reasons, this paper may be of relevance for outdoor environmental educators, those interested in the AA or posthuman theorists.

An Investigation into the Impact of Environmental Education Certification on Perceptions of Personal Teaching Efficacy

2017 ◽  
Vol 22 (2) ◽  
pp. 5-17
Author(s):  
Mandy Harrison ◽  
Lisa Gross ◽  
Jennifer McGee
Keyword(s):  
North Carolina ◽  
Environmental Education ◽  
Self Efficacy ◽  
Teaching Efficacy ◽  
School Teachers ◽  
The North ◽  
Significant Difference ◽  
Personal Teaching Efficacy ◽  
Environmental Educators ◽  
The Impact

The purpose of this study is to examine how participation in the North Carolina Environmental Educator (NCEE) program influences the individual's perceived self-efficacy. Specifically, this study examines the impact of NCEE certification on participants’ perceived personal teaching self-efficacy. This study compared personal teaching efficacy scores of certified environmental educators, non-certified environmental educators, and licensed schoolteachers. The study found significant differences in teaching efficacy between certified and non-certified environmental educators, as well as certified environmental educators and licensed school teachers. In addition, the study found no significant difference in efficacy scores between NCEE certified licensed school teachers and NCEE certified environmental educators. Results of this study indicate a link between environmental education certification and higher personal teaching efficacy.

Bio:grafie. Oltre l'educazione ambientale

2009 ◽  
pp. 31-47
Author(s):  
Marcos Reigota
Keyword(s):  
Environmental Education ◽  
Radical Change ◽  
Contemporary Society ◽  
Environmental Educators

- Environmental education will find its place among the sciences and its meaning in contemporary society only if it is able to go beyond itself. This means, if environmental educators, through their practices and their bio:graphies, can contribute to provoke radical change, through which make feasible the contruction of a new society, more equal, truly democratic and made of citizens who are subjects of history.

Form Follows Function: Interpretive Wisdom for Environmental Educators

2006 ◽  
Vol 11 (2) ◽  
pp. 47-51 ◽  
Author(s):  
Eve M. Turek
Keyword(s):  
Environmental Education ◽  
Free Choice ◽  
Environmental Activism ◽  
Review Of The Literature ◽  
Front Line ◽  
Education Practice ◽  
Ecological Awareness ◽  
Environmental Educators ◽  
Free Choice Learning

A review of the literature reveals that interpreters’ emphasis on individual connection to the resource offers environmental educators key strategies to promote engagement and addresses critiques of environmental education practice as too generalized, behaviorist, manipulative, or negative. Interpreters serve as the nation's front-line environmental educators, with the foremost opportunity to inspire adults to engage in the free-choice learning that may, at best, motivate deeper ecological awareness and personal environmental activism. Pairing interpreters with teachers can extend the same opportunities to students.

Urban Environmental Education Review

2017 ◽  
Keyword(s):  
Environmental Education ◽  
Environmental Quality ◽  
Well Being ◽  
Learning Opportunities ◽  
Urban Context ◽  
Healthy Environment ◽  
Urban Environmental Education ◽  
Environmental Educators ◽  
Integrate Research ◽  
Education Review

This book explores how environmental education can contribute to urban sustainability. Urban environmental education includes any practices that create learning opportunities to foster individual and community well-being and environmental quality in cities. It fosters novel educational approaches and helps debunk common assumptions that cities are ecologically barren and that city people don't care for, or need, urban nature or a healthy environment. Topics within the book range from the urban context to theoretical underpinnings, educational settings, participants, and educational approaches in urban environmental education. Chapters integrate research and practice to help aspiring and practicing environmental educators, urban planners, and other environmental leaders achieve their goals in terms of education, youth and community development, and environmental quality in cities.

Environmental Myopia: The Case For Bifocals

2011 ◽  
Vol 27 (2) ◽  
pp. 229-237 ◽  
Author(s):  
Chris North ◽  
Garrett Hutson
Keyword(s):  
New Zealand ◽  
Environmental Education ◽  
Environmental Impacts ◽  
Environmental Problems ◽  
Education Programs ◽  
Environmental Consequences ◽  
Leave No Trace ◽  
Aotearoa New Zealand ◽  
Environmental Educators

Domestic and international tourists have major impacts on Aotearoa/New Zealand, both positive and negative. In 2010, tourism was the biggest export earner and continues to grow. Environmental consequences of tourism are also growing. Ways of addressing the environmental impacts caused by a mobile society continue to be debated from a variety of practical and theoretical positions. Place-based approaches are a logical discussion focus in addressing these types of social and environmental problems but may be associated with environmental myopia. Tourism, mobility and the principles of environmental education programs such as Leave No Trace are all contested topics within the place-based discourse. This article discusses these tensions and proposes an expansion of place-based and cosmopolitan approaches, with the Leave No Trace Aotearoa/New Zealand campaign presented as an example. The article concludes with possible implications of a more bifocal approach for environmental educators.

scholarly journals LA EDUCACIÓN AMBIENTAL EN LOS MOVIMIENTOS SOCIOAMBIENTALES DE MÉXICO: un abordaje simbióticoA EDUCAÇÃO AMBIENTAL NOS MOVIMENTOS SOCIOAMBIENTAIS DO MÉXICO: uma abordagem simbióticaENVIRONMENTAL EDUCATION ON MEXICAN SOCIOENVIRONMENTAL MOVEMENTS: a symbiotc approach

2019 ◽  
pp. 36-54
Author(s):  
Javier Reyes Ruiz ◽  
Elba Castro Rosales
Keyword(s):  
Environmental Education ◽  
Learning Processes ◽  
Educational Perspective ◽  
Environmental Educators ◽  
Environmental Pedagogy

En este artículo se teje un horizonte analítico y reflexivo sobre diferentes modos de contacto y potencialidades surgidas entre la educación ambiental y los movimientos socioambientales (MS). Se analiza la relación que existe en las funciones y los principios de la pedagogía ambiental y la práctica de dichas expresiones sociales, las posibilidades el arte como herramienta de comunicación y formación y también se realiza una recapitulación general de los aprendizajes que vienen aportando los MS a la educación ambiental. Las reflexiones contenidas y las propuestas surgen de revisar los acercamientos y experiencias surgidas en situaciones de conflicto ambiental en distintos contextos mexicanos, mismos que fueron expuestos por educadores ambientales autores en este número de la revista. Las conclusiones aluden a discusiones y a posibles líneas de abordaje para profundizar el estudio de los MS desde la perspectiva educativa y abonar con ello al fortalecimiento teórico y de intervención social de la educación ambiental. Neste artigo se articula um horizonte analítico e reflexivo sobre diferentes modos de contato e potencialidades surgidas entre a educação ambiental e os movimentos socioambientais (MS). Analisa-se a relação que existe nas funções e os princípios da pedagogia ambiental e a prática de ditas expressões sociais, as possibilidades da arte como ferramenta de comunicação e formação e também se realiza uma recapitulação geral das aprendizagens que vem aportando os MS para a educação ambiental. As reflexões contidas e as propostas surgem da revisão das abordagens e experiências constatadas em situações de conflito ambiental nos distintos contextos mexicanos, as quais foram expostas por educadores ambientais, autores nesta edição da revista. As conclusões acenam para discussões e possíveis linhas de abordagem para aprofundar o estudo dos MS a partir de uma perspectiva educacional e, assim, com ele, fortalecer a teoria e a intervenção social da educação ambiental. This paper articulates an analytical and reflectional horizon about different ways of contact and emerging potentialities between environmental education and socioenvironmental movements (SM). It analyses the existing relation on the functions and the principles of environmental pedagogy and the practice of so-called social expressions, the possibilities of art as a communicational and formative tool and also accomplishes a general recapitulation of the learning processes that have been contributing to the SMs towards environmental education. The reflections proposals herein emerge from the revision of approaches and experiences happening in environmentally conflicted situations on distinct Mexican contexts, which have been exposed by environmental educators, authors appearing on this issue of the journal. The conclusions indicate discussions and possible approaching lines so it’s possible to deepen SM studies from an educational perspective and, this way, with it, strengthen environmental education’s interventional theory.

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