| 1. |
- Franck, Olof, 1958
(författare)
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Highlighting Ethics, Subjectivity and Democratic Participation in Sustainability Education: Challenges and Contributions
- 2017
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Ingår i: Franck, O. & Osbeck, C. (eds): Ethical Literacies and Education for Sustainable Development: Young People, Subjectivity and Democratic Participation. - London : Palgrave Macmillan. - 9783319490090 ; , s. 1-17
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Bokkapitel (refereegranskat)abstract
- In this chapter the challenge of developing a democratic education for sustainability , where the aim is not that the students will be fostered into taking specific moral positions, but rather that they will become aware of the right to deliberately choose ethical actions and strategies as moral and social subjects, is highlighted. Various conceptions of ethics education are elaborated with reference to sustainability education. The often observed tension between “analytical” and ”normative” approaches to education about ethical issues is claimed to be possible to neutralise if the focus is on the prerequisites for the pupils’ becoming engaged moral subjects rather than on expected ”results” in terms of ”moral positioning” and ”moral action”. The concept of subjectivity is discussed with regard to philosophical-pedagogical approaches developed by Gert Biesta, Jacques Rancière and John Wall
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| 2. |
- Franck, Olof, 1958, et al.
(författare)
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Preface
- 2017
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Ingår i: Franck, O., & Osbeck, C. (Eds.). Ethical Literacies and Education for Sustainable Development: Young People, Subjectivity and Democratic Participation. - London : Palgrave Macmillan. - 9783319490090
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 3. |
- Lilja, Annika, 1963
(författare)
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Pupils' views on moral competence in school
- 2017
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Ingår i: Ethical literacies and sustainability education: young people, subjectivity and democratic participation.. - London : Palgrave/Macmillan. - 9783319490090 ; , s. 37-53
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Bokkapitel (refereegranskat)
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| 4. |
- Nyberg, Eva, 1958
(författare)
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Aesthetic experiences related to living plants – a starting point towards framing humans’ relationship with nature?
- 2017
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Ingår i: In O. Franck, & Osbeck, C. (Eds), Ethical Literacies and Sustainability Education: Young People, Subjectivity and Democratic Participation, Palgrave – MacMillan. - London : Palgrave – MacMillan. - 9783319490090 ; , s. 137-157
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Bokkapitel (refereegranskat)abstract
- The chapter highlights some theoretical and empirical research regarding aesthetic experiences in science teaching and learning and the significance these experiences might have for developing environmental ethics. The Deweyan perspective of experience and continuity (e.g. Dewey, 1938/1997) is used as a theoretical lens. In so doing, empirical data from educational situations is used to illustrate the theoretical discussion. In these examples students and teacher students respectively are confronted by and given tools to close studies of plants, i.e. when the teacher in educative situations explicitly makes the students observe and/or take care of plants.
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| 5. |
- Osbeck, Christina, 1969
(författare)
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Closing remarks
- 2017
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Ingår i: Franck, O., & Osbeck, C. (Eds.). Ethical Literacies and Education for Sustainable Development: Young People, Subjectivity and Democratic Participation. - London : Palgrave Macmillan. - 9783319490090
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 6. |
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| 7. |
- Wals, Arjen E.J.
(författare)
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Afterword - Ethical Literacies and Sustainability Education: Young People, Subjectivity and Democratic Participation
- 2017
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Ingår i: Ethical Literacies and Education for Sustainable Development. - : Palgrave. - 9783319490090
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- Afterword to a book edited by Olof Franck and Christina Osbeck that highlights challenging perspectives on how to embrace the development of sustainability education, and focuses on ethical dimensions which transcend the four key cornerstones that are often mentioned with reference to such an education: the ecological, the economic, the social and the cultural.
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