“当我们谈论气候变化时,我们谈论的是什么?”:有意义的环境教育,超越信息转储

IF 0.8 4区 教育学 Q3 EDUCATION & EDUCATIONAL RESEARCH
Cary Campbell
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引用次数: 2

摘要

了解人类引起的气候变化的原因和影响是当代环境教育的一个重要方面。然而,人们越来越认识到,通过不断传播有关生态破坏的新事实的熟悉的“信息转储传递模式”(Morton, 2018),往往会导致焦虑、认知衰竭,并最终导致面对生态问题的绝望和瘫痪。在这篇文章中,我探索了几种途径来接近环境教育(EE),超越生态事实的呈现和传播。我将我的概念性讨论定位在我自己的教学经验上,在2019年至2021年期间,我将在几个教育课程上与本科生讨论气候变化。我把这些反思放在当前关于人类世教育和教学的论述中。在整个讨论过程中,我找到了各种各样的方式,通过不断地将复杂的生态现象归结为一系列问题,主要是经济/技术问题,通过技术官僚来解决,许多情感表达未能促进学生的能力性和赋权。我认为,情感表达的沉思-存在主义视角能够应对这些减少,最基本的方法是为学生提供机会和实践,让他们通过认识到人类世是一个不可避免的现实,但也是一个无法确定地想象或预测的现实,来处理自己的悲伤和情绪。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
‘What do we talk about when we talk about climate change?’: meaningful environmental education, beyond the info-dump
Learning about the causes and effects of human-induced climate-change is an essential aspect of contemporary environmental education. However, it is increasingly recognized that the familiar “information-dump delivery mode” (Morton, 2018) through which new facts about ecological destruction are being constantly communicated often contributes to anxiety, cognitive exhaustion, and can ultimately lead to hopelessness and paralysis in the face of ecological issues. In this article, I explore several pathways to approach environmental education (EE), beyond the presentation and transmission of ecological facts. I position my conceptual discussion around my own teaching experiences speaking about climate change with undergrad students across several Education classes through 2019 to 2021. I situate these reflections within the current discourse on education and teaching in/for the Anthropocene. Throughout this discussion, I locate various ways in which much EE fails to contribute to student’s agency and empowerment by consistently reducing complex ecological phenomena to a set of problems, mainly economic/technological, to be fixed by technocracy. I propose that a contemplative-existential perspective to EE is capable of responding to these reductions, most basically by providing opportunities and practices for students to process their own grief and emotions through recognizing the Anthropocene as an inescapable reality, but also a reality that cannot be determinately imagined or predicted.
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来源期刊
CiteScore
2.00
自引率
10.00%
发文量
77
期刊介绍: Journal of Philosophy of Education publishes articles representing a wide variety of philosophical traditions. They vary from examination of fundamental philosophical issues in their connection with education, to detailed critical engagement with current educational practice or policy from a philosophical point of view. The journal aims to promote rigorous thinking on educational matters and to identify and criticise the ideological forces shaping education. Ethical, political, aesthetic and epistemological dimensions of educational theory are amongst those covered.
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