{"title":"拥抱不确定性:正规教育中环境教育的悖论。","authors":"Jane Burt","doi":"10.4314/SAJEE.V18I0.137436","DOIUrl":null,"url":null,"abstract":"This paper is a pair of binoculars which I have used to scan the last two years that I have been studying environmental education, the focus being on the research I did on Theatre for Development for environmental education in formal education. The paper aims to bring into view some on the paradoxes of doing environmental education within the structure of formal education from the tragic position of post-modern intellectual thought. I ask whether a critical approach to environmental education can exist within the current structure of formal education? I question whether environmental education can be viewed as a fixed product (be this a positivistic or critical product) within a formal structure and instead call for environmental education to be viewed as reflexive experience.","PeriodicalId":272843,"journal":{"name":"The Southern African Journal of Environmental Education","volume":"17 1","pages":"0"},"PeriodicalIF":0.0000,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"2","resultStr":"{\"title\":\"EMBRACING UNCERTAINTIES: THE PARADOX OF ENVIRONMENTAL EDUCATION WITHIN FORMAL EDUCATION.\",\"authors\":\"Jane Burt\",\"doi\":\"10.4314/SAJEE.V18I0.137436\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"This paper is a pair of binoculars which I have used to scan the last two years that I have been studying environmental education, the focus being on the research I did on Theatre for Development for environmental education in formal education. The paper aims to bring into view some on the paradoxes of doing environmental education within the structure of formal education from the tragic position of post-modern intellectual thought. I ask whether a critical approach to environmental education can exist within the current structure of formal education? I question whether environmental education can be viewed as a fixed product (be this a positivistic or critical product) within a formal structure and instead call for environmental education to be viewed as reflexive experience.\",\"PeriodicalId\":272843,\"journal\":{\"name\":\"The Southern African Journal of Environmental Education\",\"volume\":\"17 1\",\"pages\":\"0\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"1900-01-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"2\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"The Southern African Journal of Environmental Education\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.4314/SAJEE.V18I0.137436\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"The Southern African Journal of Environmental Education","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.4314/SAJEE.V18I0.137436","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
EMBRACING UNCERTAINTIES: THE PARADOX OF ENVIRONMENTAL EDUCATION WITHIN FORMAL EDUCATION.
This paper is a pair of binoculars which I have used to scan the last two years that I have been studying environmental education, the focus being on the research I did on Theatre for Development for environmental education in formal education. The paper aims to bring into view some on the paradoxes of doing environmental education within the structure of formal education from the tragic position of post-modern intellectual thought. I ask whether a critical approach to environmental education can exist within the current structure of formal education? I question whether environmental education can be viewed as a fixed product (be this a positivistic or critical product) within a formal structure and instead call for environmental education to be viewed as reflexive experience.
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