{"title":"生态教育:构建人与自然关系作为教学探索的指导主题。","authors":"H. Mikelskis","doi":"10.2753/EUE1056-493422026","DOIUrl":null,"url":null,"abstract":"There is no theory of ecological education, a fact which both impedes and facilitates a paper on this topic. On the one hand, one strays into a hopeless mesh of terms and fragmentary conceptions, in constant danger of becoming entangled. (Volume 2, Environmental Education, of the CALLIES/LOB handbook of environmental and peace education [7], for example, contains over 700 pages with contributions from seventy authors.) On the other hand, this very lack of theory gives me a certain amount of freedom to shape the theme myself.","PeriodicalId":104526,"journal":{"name":"Western European Education","volume":"24 1","pages":"0"},"PeriodicalIF":0.0000,"publicationDate":"1990-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"2","resultStr":"{\"title\":\"Ecological Education: The Structuring of the Man-Nature Relationship as the Guiding Theme of a Pedagogical Quest.\",\"authors\":\"H. Mikelskis\",\"doi\":\"10.2753/EUE1056-493422026\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"There is no theory of ecological education, a fact which both impedes and facilitates a paper on this topic. On the one hand, one strays into a hopeless mesh of terms and fragmentary conceptions, in constant danger of becoming entangled. (Volume 2, Environmental Education, of the CALLIES/LOB handbook of environmental and peace education [7], for example, contains over 700 pages with contributions from seventy authors.) On the other hand, this very lack of theory gives me a certain amount of freedom to shape the theme myself.\",\"PeriodicalId\":104526,\"journal\":{\"name\":\"Western European Education\",\"volume\":\"24 1\",\"pages\":\"0\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"1990-07-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"2\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Western European Education\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.2753/EUE1056-493422026\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Western European Education","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.2753/EUE1056-493422026","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
Ecological Education: The Structuring of the Man-Nature Relationship as the Guiding Theme of a Pedagogical Quest.
There is no theory of ecological education, a fact which both impedes and facilitates a paper on this topic. On the one hand, one strays into a hopeless mesh of terms and fragmentary conceptions, in constant danger of becoming entangled. (Volume 2, Environmental Education, of the CALLIES/LOB handbook of environmental and peace education [7], for example, contains over 700 pages with contributions from seventy authors.) On the other hand, this very lack of theory gives me a certain amount of freedom to shape the theme myself.
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