Challenging economic development: the case study of teaching alternative cultural values in business education

IF 2.6 4区 环境科学与生态学 Q3 ENVIRONMENTAL SCIENCES
H. Kopnina
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引用次数: 6

Abstract

Abstract Environmental educators distinguish between normative, instrumental and liberal approaches. This article offers anthropological insights into environmental education (EE) involving all three perspectives based on the discussion of indigenous culture within sustainable business course in The Netherlands. The case study described here uses ethnographic insights to illustrate the evolution of thought when western students are presented with philosophies and information that allow them to reflect upon their own cultural positions and ideologies. A combination of normative and instrumental instructional approaches, as well as open and reflexive pedagogical engagement has helped students to learn to appreciate the value of cultural and natural diversity beyond the writing assignments’ requirements and socially acceptable or lecturer-desired views.
挑战经济发展:在商业教育中教授另类文化价值观的个案研究
环境教育者区分规范、工具和自由的方法。本文通过对荷兰可持续商业课程中土著文化的讨论,提供了对环境教育(EE)的人类学见解,涉及所有三个视角。这里描述的案例研究使用民族志的见解来说明当西方学生被呈现给哲学和信息时,思想的演变,使他们能够反思自己的文化立场和意识形态。规范性和工具性教学方法的结合,以及开放和反思性的教学参与,帮助学生学会欣赏文化和自然多样性的价值,而不仅仅是写作作业的要求和社会可接受的或讲师期望的观点。
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
CiteScore
3.90
自引率
0.00%
发文量
13
审稿时长
>12 weeks
期刊介绍: Journal of Integrative Environmental Sciences (JIES) provides a stimulating, informative and critical forum for intellectual debate on significant environmental issues. It brings together perspectives from a wide range of disciplines and methodologies in both the social and natural sciences in an effort to develop integrative knowledge about the processes responsible for environmental change. The Journal is especially concerned with the relationships between science, society and policy and one of its key aims is to advance understanding of the theory and practice of sustainable development.
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