生态教育学:生态教育的视角

Raffaella C. Strongoli
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引用次数: 0

摘要

在受贝特森意义上的生态观点启发的认识论和教学框架内,本研究建议通过生态教育观点的配置,推进环境教育与生态观点之间联系的理解和教育设计的创新框架。通过对分析方法的讨论,本文确定并定义了构成生态教学建议的特殊方面:它被理解为一种积极的、民主的、生态女权主义的教育,在亲生物的意义上促进移情的发展,旨在通过旨在促进生物圈平等主义的生态素养途径促进生态智能的发展。这项工作的目的是通过概述一个指导框架,为生态学和教育学之间可能富有成效的交叉施肥铺平道路,并指出一个方向,在这个框架内,教育专业人员可以有机地、有意识地将他们的活动记录下来。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
ECODIDACTICS: AN ECOLOGICAL EDUCATIONAL PERSPECTIVE
Within an epistemological and didactic framework inspired by ecological perspectives in the Batesonian sense, the work proposes to advance an innovative framework of understanding and educational design of the connection between environmental education and the ecological perspective through the configuration of the ecodidactic perspective. Through a discussion of an analytical methodological approach, the essay identifies and defines the peculiar aspects that make up the ecodidactic proposal: it is understood as an activist, democratic, eco-feminist education that fosters the development of empathy in a biophilic sense, aimed at fostering the development of ecological intelligence through ecoliteracy paths that aim to promote biospheric egalitarianism. The intent of the work is to pave a way, to indicate a direction for a possible fruitful cross-fertilisation between ecology and didactics by outlining a guiding framework within which educational professionals can organically and consciously inscribe their activities.
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