Cultivating the biophilic self

IF 1.2 Q2 EDUCATION & EDUCATIONAL RESEARCH

European Journal for Research on the Education and Learning of Adults Pub Date : 2023-11-15 DOI:10.3384/rela.2000-7426.4695

Johanna Kallio

引用次数: 0

Abstract

This article presents ecological thinking of the Finnish educational philosopher, Urpo Harva (1910–1994). Harva's theories of adult education are strongly linked to the theory of self-cultivation developed in Finnish educational theory particularly in the early 20th century, according to which adults need to develop themselves as moral agents in their relations with others and the ecological environment to reach mature adulthood. In addition to his work as a professor, Harva was an active social debater, writing a significant number of columns and essays for Finnish magazines. The present article uses abductive content analysis on 31 of these columns and essays written between 1971 and 1994 to uncover the basics of Harva’s environmental adult education theory. The analysis showed that readers are encouraged to adopt a “biophilic” or nurturing attitude towards nature, as this will provide the necessary skills for ensuring a more sustainable future.

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培养亲生物的自我

本文介绍了芬兰教育哲学家乌尔波-哈瓦（1910-1994 年）的生态思想。哈瓦的成人教育理论与芬兰教育理论（尤其是 20 世纪初发展起来的自我培养理论）密切相关，根据这一理论，成人需要在与他人和生态环境的关系中把自己培养成道德主体，以达到成熟的成人境界。除了教授工作外，哈瓦还是一位活跃的社会辩论家，为芬兰杂志撰写了大量专栏和论文。本文通过对 1971 年至 1994 年间撰写的 31 篇专栏和随笔进行归纳内容分析，揭示了哈瓦环境成人教育理论的基本内容。分析表明，哈瓦鼓励读者对自然采取 "亲生物 "或培育的态度，因为这将为确保更可持续的未来提供必要的技能。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

European Journal for Research on the Education and Learning of Adults EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

1.80

自引率

12.50%

发文量

审稿时长

6 weeks

期刊介绍： The European journal for Research on the Education and Learning of Adults (RELA) is a refereed academic journal creating a forum for the publication of critical research on adult education and learning. It has a particular focus on issues at stake for adult education and learning in Europe, as these emerge in connection with wider international and transnational dynamics and trends. Such a forum is important at a time when local and regional explorations of issues are often difficult to foreground across language barriers. As academic and policy debate is increasingly carried out in the English language, this masks the richness of research knowledge, responses and trends from diverse traditions and foci. The journal thus attempts to be linguistically ''open access''. Whilst creating a forum for international and transnational debate, contributions are particularly welcome from authors in Europe and other locations where English is not the first language. RELA invites original, scholarly articles that discuss the education and learning of adults from different academic disciplines, perspectives and traditions. It encourages diversity in theoretical and methodological approach and submissions from non-English speakers. All published contributions in RELA are subjected to a rigorous peer review process based on two moments of selection: an initial editorial screening and a double-blind review by at least two anonymous referees. Clarity and conciseness of thought are crucial requirements for publication. RELA is published on behalf of the European Society for Research on the Education of Adults (ESREA).