Educating "in" and for "Uncertainty." Climate Science, Human Evolution and the Legacy of Arne Naess as Guidance for Ecological Practice

Autor/in	García-Notario, Margarita
Titel	Educating "in" and for "Uncertainty." Climate Science, Human Evolution and the Legacy of Arne Naess as Guidance for Ecological Practice
Quelle	In: Ethics and Education, 16 (2021) 2, S.222-235 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1744-9642
DOI	10.1080/17449642.2021.1896629
Schlagwörter	Ecology; Climate; Evolution; Scientific Research; Conservation (Environment); Economics; Neurosciences; Interdisciplinary Approach; Western Civilization; Environmental Education; Democracy; Fear; Teaching Methods; Thinking Skills; Safety; Educational Philosophy; Emotional Experience + Suchen Sie Ihr Suchwort? Ökologie; Klima; Conservation; Environment; Konservierung; Bewahung; Umwelt; Volkswirtschaftslehre; Neuroscience; Neurowissenschaften; Neurowissenschaft; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Umweltbildung; Umwelterziehung; Umweltpädagogik; Demokratie; Furcht; Teaching method; Lehrmethode; Unterrichtsmethode; Denkfähigkeit; Sicherheit; Bildungsphilosophie; Erziehungsphilosophie
Abstract	This paper reflects on how the issue of climate change and the general state of our planet is, among other causes, a main factor in the paralyzing divisions ailing Western societies. This situation, while unsettling to democracies, is promoting a kind of education "in" and "through" fear and I question if education can succeed under these circumstances without becoming indoctrination. This paper does not try to diminish the urgency and the importance of current environmental problems but rather expands today's perspectives and incorporates research in more constructive ways of thinking and doing. I use scientific contributions in climatology, evolution, environmental conservation, economics, and neuroscience to bring new light to today's investigations about the human and the non-human world. Finally, I propose Deep Ecology's principles of "deep questioning," "deep experience" and "deep commitment," as a guide for new educational and ecological practices. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01