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Aufsatz (Zeitschrift) zugänglich unter
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Originaltitel: Education for sustainable development, nature and vernacular learning
Paralleltitel: Izobrazevanje za trajnostni razvoj, narava in vernakularno ucenje
Autor:
Originalveröffentlichung: CEPS Journal 7 (2017) 1, S. 9-27
Dokument:
Lizenz des Dokumentes: Lizenz-Logo 
Schlagwörter (Deutsch): Bildung; Nachhaltige Entwicklung; Umwelterfahrung; Umweltbildung; Entdeckendes Lernen; Freude; Motivation; Naturbeobachtung; Naturerlebnis; Regionales Lernen; Naturverständnis; Lernort
Pädagogische Teildisziplin: Empirische Bildungsforschung; Umweltpädagogik
Dokumentart: Aufsatz (Zeitschrift)
ISSN: 2232-2647
Sprache: Englisch
Erscheinungsjahr:
Begutachtungsstatus: Peer-Review
Abstract (Englisch): Mainstream education for sustainable development conceives of nature as a resource or commodity. The natural world is, for the most part, accorded only instrumental or utilitarian value. As a field it thus aligns itself with a longstanding paradigm in western thinking that sees humans as separate from and dominant over nature. The d e-natured nature of education for sustainable development makes it unlikely that the learner will become motivated to care and act for nature. As an alternative, vernacular learning is proposed, i.e. place-based learning rooted in close intimacy and connection with the natural world, with nature perceived as being intrinsically valuable. The importance of fostering emotional affinity with nature is underlined, as are forms of multi-sensory learning that help the learner engage with both spirit and soul of place. Practical examples of vernacular learning activities are enumerated. The importance of nurturing a sense of wonder and joy in the young learner is put forward as vital in fostering an ethic of concern for the planet. Essentially, the argument goes, we only stir ourselves to protect what we have come to love, and thus cultivating a sense of oneness with nature is vital if we are to have any chance of transforming the global environmental condition. Passion is the harbinger of activism. (DIPF/Orig.)
weitere Beiträge dieser Zeitschrift: CEPS Journal Jahr: 2017
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Eintrag erfolgte am: 18.04.2017
Empfohlene Zitierung: Selby, David: Education for sustainable development, nature and vernacular learning - In: CEPS Journal 7 (2017) 1, S. 9-27 - URN: urn:nbn:de:0111-pedocs-129551