| 1. |
- Ekborg, Margareta
(författare)
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Is heating generated from a crematorium an appropriate source for district heating? Student teachers reasoning about a complex environmental issue
- 2005
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Ingår i: Environmental Education Research. - : Informa UK Limited. - 1350-4622 .- 1469-5871. ; 11:5, s. 557-573
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Tidskriftsartikel (refereegranskat)abstract
- This paper reports on a longitudinal study on how science student teachers’ reasoning about a complex environmental issue developed through a teacher education programme in mathematics and science for grades 1–7 (ages 7–13). Of special interest was to follow the ways in which student teachers used scientific knowledge in their reasoning. The issue was taken from a newspaper article discussing the use of surplus heat from a crematorium for district heating. A group of 14 student teachers were followed through 21/2 years of a teacher education programme, during which they were interviewed three times. The results showed that the student teachers drew upon scientific knowledge only to a limited degree when they were asked to clarify the situation in the article, quickly taking standpoints based upon emotional arguments. Several student teachers experienced a contradiction between science and their emotions. It was also shown that there was a conceptual problem, which could be important for how the student teachers understood the issue, and thereby influenced their decision-making.
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| 2. |
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| 3. |
- Lundegård, Iann, et al.
(författare)
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Conflicts of interest : an indispensable element of education for sustainable development
- 2007
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Ingår i: Environmental Education Research. - : Informa UK Limited. - 1350-4622 .- 1469-5871. ; 13:1, s. 1-15
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Tidskriftsartikel (refereegranskat)abstract
- A central concept introduced in the Nordic debate on sustainable development is 'action competence'. The concept has been defined as a competence of learners, i.e. the ability to take into consideration the social factors and human conflicts of interest that lies behind environmental questions and sustainable development. The concern of this article is the role of such conflicts for making meaning in relation to sustainable development. With this aim, we analyze a series of interviews with seven high school students. Our analysis takes its point of departure in the works of Dewey and Wittgenstein. It shows that the dialogue partners in this study continuously put one another in the position of having to make communicative choices in the dialogue. Moreover, the choices facing these dialogue partners can be translated into human conflicts of interest of a broader kind. A conclusion we draw from our work is that value judgments dealing with human conflicts of interest are a foundation upon which the dialogue on sustainable development is constructed, and that they seem to be a prerequisite if the dialogue is not to come to a standstill. We discuss the consequences of this finding for education for sustainable development.
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| 4. |
- Lundmark, Carina
(författare)
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The new ecological paradigm revisited : anchoring the NEP scale in environmental ethics
- 2007
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Ingår i: Environmental Education Research. - : Informa UK Limited. - 1350-4622 .- 1469-5871. ; 13:3, s. 329-347
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Tidskriftsartikel (refereegranskat)abstract
- The New Environmental or Ecological Paradigm (NEP) is widely acknowledged as a reliable multiple-item scale to capture environmental attitudes or beliefs. It has been used in statistical analyses for almost 30 years, primarily by psychologists, but also by political scientists, sociologists and geographers. The scale's theoretical foundation is, however, seldom discussed and not comprehensively specified. This article explores the environmental ethics that underlies the scale, analysing which ethical positions on human - nature relations the scale seem to match. The study shows that pronounced forms of anthropocentrism are well captured by the scale, while the environmental position is 'shallow' rather than 'deep green' and misses crucial elements of the contemporary environmental ethics debate
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| 5. |
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| 6. |
- Räthzel, Nora, 1948-, et al.
(författare)
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Transformative environmental education : a collective rehearsal for reality
- 2009
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Ingår i: Environmental Education Research. - London : Routledge. - 1350-4622 .- 1469-5871. ; 15:3, s. 263-277
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Tidskriftsartikel (refereegranskat)abstract
- This paper puts forward an alternative view on sustainable development, arguing that the separation between the economy, the environment and the social in the Brundtland model obscures the societal character of the economy, the economic bases of the social, and the fact that the environment is a societal product. We differentiate between strong and weak sustainability, arguing that the threat of environmental degradation can only be addressed at the level of the relations of production, consumption and political relations. Building on this perspective, we advocate a form of transformative environmental education which engages learners and teachers in a process of self-reflective transformation. We illustrate this through two examples: action competence and Boal’s Theatre of the Oppressed.
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| 7. |
- Sund, Per, 1958-, et al.
(författare)
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Teachers' objects of responsibility : something to care about in education for sustainable development?
- 2008
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Ingår i: Environmental Education Research. - : Informa UK Limited. - 1350-4622 .- 1469-5871. ; 14:2, s. 145-163
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Tidskriftsartikel (refereegranskat)abstract
- Answers to questions about good teaching in environmental education can be expressed in different selective traditions. Questions as to what should be included in good teaching tend to be addressed by both teachers and researchers on an ideological basis. This qualitative study was made using a pragmatist approach, and aims to make an empirical contribution to the debate. Rather than telling teachers what they should teach, this study listen to ten upper secondary school teachers arguments in interviews concerning their long-term teaching purposes. Why should students learn particular things? The teachers’ answers revealed habits and frequently used the same arguments. These arguments recurrently dealt with what teachers cared particularly about, and five objects of responsibility were identified in the interviews. These objects of responsibility constitute starting points of teachers’ actions can be seen as personal anchor points within a selective tradition. These points of departure remind the teachers of their teaching aims and objectives, and at the same time keep them within a tradition. While they help the teachers in their everyday practice, they could just as easily be seen as tacit obstacles to efforts to change environmental education into education for sustainable development. These results are also relevant for science education in general. The study points out important issues as: how the same scientific knowledge could be used for different purposes in education, starting points for content selection in science traditions or in the needs of students and society, and finally different personal anchor points for long-term purposes of teaching based on teachers own ideas of good teaching. These results can be important in developing a reflection tool for teachers, which in turn can help them to reflect more deeply about how they might change their teaching practices.
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| 8. |
- Öhman, Johan, 1961-
(författare)
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Pluralism and criticism in environmental education and education for sustainable development : a practical understanding
- 2006
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Ingår i: Environmental Education Research. - London : Taylor & Francis. - 1350-4622 .- 1469-5871. ; 12:2, s. 149-163
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Tidskriftsartikel (refereegranskat)abstract
- Education is presented with a challenge when faced with criticism of modern science and adoption of a pluralistic view of environmental education and education for sustainable development. In dealing with this challenge, a practical understanding inspired by the later works of Ludwig Wittgenstein is suggested as a complement to more traditional theoretical and analytical responses. Through reminders of how criticism appears in everyday practice, the article shows that criticism does not necessarily have to be understood solely by reference to specific theoretical positions, but can also be seen in terms of the diverse ways that human beings react morally, encounter different norms and conduct ethical reflection. In such a practical understanding, the question is not whether the criticism is correct or not in absolute terms but rather whether the opinions and perspectives have significance in people's lives. Criticism of modern science does not therefore appear to be a reason to exclude modern science, the proposal here being to acknowledge and embrace the criticism and the alternative views put forward by the critics. By means of a practical understanding, the opposition expected between criticism and pluralism can be dissolved, rather than solved.
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| 9. |
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