Green Theory & Praxis: The Journal of Ecopedagogy最新文献

{"title":"From Education for Sustainable Development to Ecopedagogy: Sustaining Capitalism or Sustaining Life?","authors":"R. Kahn","doi":"10.3903/GTP.2008.1.2","DOIUrl":"https://doi.org/10.3903/GTP.2008.1.2","url":null,"abstract":"Etymologically, a disaster is a kind of misfortune, and so it is one of the great ironies and sorrows of the present age that disasters have become prime fodder for the sort of laissez-faire economic development that aims mainly at the creation of private fortunes for well-connected corporations and individuals (Klein, 2007). Of course if such fortunes were only epiphenomena of more peaceful, just, and balanced societies – in short, ecological societies – then perhaps critical tempers could be mollified to some degree. However, as numerous studies have revealed, ongoing economic reconstruction programs that seek to integrate regional economies into the global neoliberal framework appear not only to have generally failed to improve most people’s lives, but have disastrously grown the gaps between the rich and poor (Scott, 2001; Reuter, 2007; Pew Research Center for People and the Press, 2003). Hence, alter-globalization movements have arisen that seek to challenge the hegemony of this agenda (Kahn and Kellner, 2007), and indeed, philosophies that have stressed cultural empowerment for “less developed” nations, instead of their capital improvement, can now be traced back nearly fifty years. In educational circles, for instance, theories opposing the instrumental extension of global capital into the Third World date to at least the early texts of radical theorists such as Paulo Freire and Ivan Illich, who promoted “cultural action for freedom” (Freire, 2000) and a founding form of post-development theory (Rahnema and Bawtree, 1997), respectively. There is also the political and economic global Third Way of so-called liberal centrists like Tony Blair and Bill Clinton, whom the New York Times has referred to as the “Impresario of Philanthropy” (Dugger, 2006) because of his Clinton Global Initiative and his work on behalf of disaster relief related to the recent Asian tsunami and Hurricane Katrina. The rhetoric of this approach champions sustainable development as a win-win-win for people, business, and the environment, in which the following policy goals are upheld: 1) development “meets the needs of the present without compromising the ability of future generations to meet their own needs” (Brundtland, 1987) and 2) development improves “the quality of human life while living within","PeriodicalId":267346,"journal":{"name":"Green Theory & Praxis: The Journal of Ecopedagogy","volume":"354 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2008-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131811570","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Developing a Bioregional Pedagogy for Transregional Students: Practices and Experiences from the Composition Classroom","authors":"Kyhl D. Lyndgaard","doi":"10.3903/GTP.2008.1.5","DOIUrl":"https://doi.org/10.3903/GTP.2008.1.5","url":null,"abstract":"","PeriodicalId":267346,"journal":{"name":"Green Theory & Praxis: The Journal of Ecopedagogy","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2008-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128881194","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Education for sustainability - A critical contribution to the Decade of Education for Sustainable Development","authors":"M. Gadotti","doi":"10.3903/GTP.2008.1.3","DOIUrl":"https://doi.org/10.3903/GTP.2008.1.3","url":null,"abstract":"","PeriodicalId":267346,"journal":{"name":"Green Theory & Praxis: The Journal of Ecopedagogy","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2008-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133877417","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Review: Trying Leviathan: The Nineteenth-Century New York Case That Put the Whale on Trial and Challenged the Order of Nature by D. Graham Burnett, 2007, Princeton University Press, ISBN 978-0-691-12950-1, 304 Pages (with illustrations)","authors":"Elizabeth Dickinson","doi":"10.3903/GTP.2008.1.8","DOIUrl":"https://doi.org/10.3903/GTP.2008.1.8","url":null,"abstract":"","PeriodicalId":267346,"journal":{"name":"Green Theory & Praxis: The Journal of Ecopedagogy","volume":"77 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2008-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130365084","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Science, Eloquence, and the Asymmetry of Trust: What’s at Stake in Climate Change Fiction","authors":"S. Slovic","doi":"10.3903/GTP.2008.1.6","DOIUrl":"https://doi.org/10.3903/GTP.2008.1.6","url":null,"abstract":"","PeriodicalId":267346,"journal":{"name":"Green Theory & Praxis: The Journal of Ecopedagogy","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2008-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132571268","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Moving Toward a Liberatory Pedagogy for all Species: Mapping the Need for Dialogue Between Humane and Anti-Oppressive Education","authors":"Brandy Humes","doi":"10.3903/GTP.2008.1.4","DOIUrl":"https://doi.org/10.3903/GTP.2008.1.4","url":null,"abstract":"","PeriodicalId":267346,"journal":{"name":"Green Theory & Praxis: The Journal of Ecopedagogy","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2008-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121062176","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"An Interview with Julian Agyeman: Just Sustainability and Ecopedagogy","authors":"Salma Monani","doi":"10.3903/GTP.2009.1.5","DOIUrl":"https://doi.org/10.3903/GTP.2009.1.5","url":null,"abstract":"This interview with Julian Agyeman, a key originator of the concept of just sustainability, engages Agyeman in discussion of how just sustainability evolved, and how its theoretical and practical dimensions relate to the principles of ecopedagogy.","PeriodicalId":267346,"journal":{"name":"Green Theory & Praxis: The Journal of Ecopedagogy","volume":"49 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132156833","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Book Review: Deliberative Environmental Politics: Democracy and Ecological Rationality by Walter F. Baber and Robert V. Bartlett","authors":"Richard D. Besel","doi":"10.3903/GTP.2008.2.14","DOIUrl":"https://doi.org/10.3903/GTP.2008.2.14","url":null,"abstract":"Walter F. Baber and Robert V. Bartlett begin their book Deliberative Environmental Politics: Democracy and Ecological Rationality with a review of the scathing indictments that have been made by environmentalists against a view of democracy typically described as “interest-group liberalism.” Charged with using language that is “stunted and shallow” (p. 1) and being “virtually obsolete” for the environmental movement (p. 2), how can democracy be rehabilitated from its less than stellar performance in handling the world’s most pressing problems? In other words, is green democracy theoretically possible? For Baber and Bartlett, the answer is yes. Trained in the fields of Public Policy Studies and Political Science, respectively, Baber and Bartlett attempt to bridge the gap between theory and practice that has plagued environmental politics for so long. For these authors, democracy must take a deliberative turn if it is to avoid being relegated to the trash bin of useless ideas. In chapters one and two, Baber and Bartlett follow others in their respective fields who believe a deliberative approach is “the only way to overcome the failings of interest-group liberalism,” contending deliberative democracy has the potential to produce better environmental policy decisions (p. 6). Although Baber and Bartlett acknowledge that “deliberative democracy” is difficult to define, they argue it is a school of political thought that presumes the essence of democracy is “deliberation rather than voting, interest aggregation, or rights” (p. 6). For deliberation to work, participants must also be politically equal and engage one another in the “weighing, acceptance, or rejection of reasons” (p. 6). Of course, the authors also attempt to argue that Horkheimer and Adorno’s observations about instrumental reason in The Dialectic of Enlightenment can be addressed by deliberative democracy scholars. In chapter three, realizing different conceptions of deliberative democracy have drastically divergent assumptions, Baber and Bartlett wisely take three models of deliberative democracy as their “points of departure.” In chapters four, five and six, Baber and Bartlett explore the ideas of deliberative democracy as it has been articulated by John Rawls, Jurgen Habermas, and thinkers such as Amy Gutmann, Dennis Thompson, and James Bohman. Rawls represents the “public reason” approach to deliberative democracy, Habermas the “ideal discourse” perspective, and Gutmann, Thompson, and Bohman the “full liberalism” version. It is in these chapters that the authors are at their best. Baber and Bartlett tackle complicated material and make it accessible to readers","PeriodicalId":267346,"journal":{"name":"Green Theory & Praxis: The Journal of Ecopedagogy","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115992624","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}