高等教育中沉思的整体生态正义教学法:从人类中心主义到培养对自然的深爱和尊重

IF 2.4 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Teaching in Higher Education Pub Date : 2023-07-04 DOI:10.1080/13562517.2023.2197109

Jing Lin, Amanda Fiore, E. Sorensen, V. Gomes, Joey Haavik, M. Malik, Shue-kei Joanna Mok, Jordan Scanlon, Emmanuel Wanjala, A. Grigoryeva

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引用次数: 6

摘要

在本文中，我们直接解决了Misiaszek和Rodrigues提出的六个问题中的五个，包括高等教育教学中的“可持续性”和“发展”的定义，教学的政治以及高等教育机构中教师的责任。我们主张将沉思探究和讲故事作为生态正义教育的认识论和教学法。我们将介绍一门由本文作者教授的课程，以说明我们对Misiaszek和Rodrigues提出的基于正义的生态教育学(JBES)的可能性的立场，并构建我们自己的立场，并提供基于反人类中心主义教学框架的可能认识论、课程教学法和活动的实际、具体的例子。我们简要总结了本课程的学生写作，我们认为这表明他们作为家庭成员或朋友与自然有意义的接触，也就是说，以生物为中心的对自然的爱。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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Contemplative, holistic eco-justice pedagogies in higher education: from anthropocentrism to fostering deep love and respect for nature

ABSTRACT In this article, we directly address five of the six questions presented by Misiaszek & Rodrigues, including the definition of ‘sustainability’ and ‘development’ in higher education teaching, the politics of teaching, and the responsibilities of teachers within the institution of higher education. We argue for contemplative inquiry and storytelling as epistemology and pedagogy for eco-justice education. We introduce a course taught by an author of this paper, to illustrate our position on the possibilities of Justice-Based Ecological Pedagogies (JBES) as presented by Misiaszek & Rodrigues, as well as to frame our own position, and to offer practical, concrete examples of possible epistemologies and course pedagogies and activities grounded in an Anti-Anthropocentric pedagogical frame. We present a brief summary of student writing from this course, which we believe shows them meaningfully engaging with nature as a family member or friend, that is, a biocentric lens of love for nature.

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来源期刊

Teaching in Higher Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

7.90

自引率

7.70%

发文量

期刊介绍： Teaching in Higher Education has become an internationally recognised field, which is more than ever open to multiple forms of contestation. However, the intellectual challenge which teaching presents has been inadequately acknowledged and theorised in higher education. Teaching in Higher Education addresses this gap by publishing scholarly work that critically examines and interrogates the values and presuppositions underpinning teaching, introduces theoretical perspectives and insights drawn from different disciplinary and methodological frameworks, and considers how teaching and research can be brought into a closer relationship. The journal welcomes contributions that aim to develop sustained reflection, investigation and critique, and that critically identify new agendas for research, for example by: examining the impact on teaching exerted by wider contextual factors such as policy, funding, institutional change and the expectations of society; developing conceptual analyses of pedagogical issues and debates, such as authority, power, assessment and the nature of understanding; exploring the various values which underlie teaching including those concerned with social justice and equity; offering critical accounts of lived experiences of higher education pedagogies which bring together theory and practice. Authors are strongly encouraged to engage with and build on previous contributions and issues raised in the journal. Please note that the journal does not publish: -descriptions and/or evaluations of policy and/or practice; -localised case studies that are not contextualized and theorised; -large-scale surveys that are not theoretically and critically analysed; -studies that simply replicate previous work without establishing originality.