Environmental education – an attempt at a systemic identification of the problem
Main Article Content
Abstract
The article attempts to introduce major contemporary environmentally oriented philosophical and pedagogical achievements; shortly reviews problems (experienced within these areas) that include cognitive incompatibility between modern science and the essentially contextual character of the environment. Current practical solutions involve combination of different discourses (and application of language game theories); they do no attempt to intervene in the ontological character of modern knowledge. Critical curricula based on deconstruction of dominant social frames are frequently emphasised as a way out of this situation; on the other hand, transformation of the epistemological field is also demanded. Despite evident (and perhaps necessary) uncertainties, a specific “added value” appearing as an environmental interdependence should be introduced into educational contents, goals and methods related to the environment.
Downloads
Metrics
Article Details
References
ALACAMO, J., et al. 2003. Ecosystems and Human Well Being: a Framework for Assessment. Millenium Ecosystem Assessment, Island Press, Washington, 2003.
ATKINSON, E. 2000. The Promise of Uncertainty: Education, Postmodernism and the Politics of Possibility. International Studies in Sociology of Education, Vol. 10, No 1, 81-99.
BARNETT, R. (2000). Supercomplexity and the Curriculum. Studies in Higher Education, 25 (3), 2000. s. 255-265.
BERKHOUT, F., LEACH, M., SCOONES, I. eds. 2003. Negotiating Environmental Change: New Perspectives From Social Science. Edward Elgar, 2003. ISBN 1 84064 673.
ČINČERA, J. 2001. Člověk a životní prostředí (humanistická environmentalistika). Vyšší odborná škola informačních služeb v Praze, 2001. [Citováno 2006-11-10] Dostupné z www: <http://info.sks.cz/users/cn/zp>
DLOUHÁ, J. EnviWiki. Internetová encyklopedie věnovaná vzdělávání zaměřenému na prostředí. [online] [citováno dne 2006-11-19]. Dostupné z WWW
FIEN, J. 2004 Education for the environment: critical theorising and environmental education. In: GOUGH, S., & SCOTT, W. Key Issues in Sustainable Development and Learning: A Critical Review. 120 – 127. London/New York: RoutledgeFalmer, 2004.
GONZÁLES-GAUDIANO, E. 2004. Complexity in environmental education. In: GOUGH, S., & SCOTT, W. Key Issues in Sustainable Development and Learning: A Critical Review. 120 – 127. London/New York: RoutledgeFalmer, 2004.
GOUGH, S. (ed.), SCOTT, W. (ed.) (2004): Key Issues in Sustainable Development and Learning: A Critical Review. Falmer Press; 1 edition. ISBN: 0415276497.
JAMIESON, D. (Ed.) 2003. A Companion to Environmental Philosophy. Malden, Mass.: Blackwell Publishing, 2003. ISBN 1-4051-0659-X.
KEULARTZ, J. 1998. The Struggle for Nature. A Critique of Radical Ecology. London/New York: Routledge, 1998.
KEULARTZ, J. 2005. Boundary-Work - The Tension Between Diversity and Sustainability., Contribution to the Prague Conference of the Forum of University Teachers.,In: Co znamená udržitelnost pro univerzity? Sborník mezinárodní konference. DLOUHÁ, J., DLOUHÝ, J. (eds.) Univerzita Karlova v Praze, Centrum pro otázky životního prostředí, 2005, s. 44 – 54. ISBN 80-239-6560-3
KOHÁK, E. a kol. 1996. Závod s časem (texty z morální ekologie). Praha, MŽP, 1996.
LYOTARD, J.F. 1993. O postmodernismu. Postmoderno vysvětlované dětem. Postmoderní situace. Praha: Filosofický ústav AV ČR, 1993.
PALMER, J.A. 1998. Environmental Education in the 21st Century. Theory: Practise: Progress and Promise. London: RoutledgeFalmer, 1998.
RAUCH, F. 2004. Education for sustainability: a regulative idea and trigger for innovation. In Gough, S., & Scott, W. Key Issues in Sustainable Development and Learning: A Critical Review, 149 – 151. London/New York: RoutledgeFalmer, 2004.
WHITAKER, R. 1995. Self-Organization, Autopoiesis, and Enterprises. [Citováno 2006-05-11] Dostupné z WWW