(Re)Connecting Pedagogies: Examining the Links between Froebelian and Common Worlds Approaches to Environmental Learning

Autor/in	Howe, Sally
Titel	(Re)Connecting Pedagogies: Examining the Links between Froebelian and Common Worlds Approaches to Environmental Learning
Quelle	In: Global Education Review, 9 (2022) 2, S.38-50 (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2325-663X
Schlagwörter	Teaching Methods; Educational Philosophy; Early Childhood Education; Environmental Education; Ecology; Correlation; Personal Autonomy; Preschool Children; Criticism; Role of Education; Ethics; Outdoor Education; Child Development + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Bildungsphilosophie; Erziehungsphilosophie; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Umweltbildung; Umwelterziehung; Umweltpädagogik; Ökologie; Korrelation; Individuelle Autonomie; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Kritik; Bildungsauftrag; Ethik; Freiluftunterricht; Kindesentwicklung
Abstract	The purpose of this theoretical paper is to examine the links between the philosophical underpinnings of Froebelian pedagogy (where pedagogy is understood as the basis on which early childhood practices are developed) and the pedagogy of a recent movement in environmental education for young children; the Common Worlds Research Collective. Current concerns about environmental damage highlight the importance of finding ways of engaging children with environmental concerns without placing them in untenable positions as "planet savers." The global reach of the pedagogies under discussion make them valuable platforms for promoting ecological education in the Early Years. Using levels of pedagogical discourse put forward by Le Grange (2018)--ultimate premises, platform-principles and practice--the paper examines the relationship between Froebelian thinking and the Common Worlds approach. Through a discussion of the common philosophical underpinnings, views of children's agency and relationship with the natural world, I will argue that the Common Worlds' critique of pedagogy based on Froebel's thinking and call for a new pedagogy for young children is based on an incomplete reading of Froebel's nature pedagogy, and does not pay sufficient attention to the common grounds on which these pedagogical approaches are based- namely a view of the world as being infinitely connected and the role of education as a means of supporting children to understand their connections with the world as it is, and how they can engage with it ethically. (As Provided).
Anmerkungen	Mercy College New York. 555 Broadway, Dobbs Ferry, NY 10522. Tel: 914-674-7350; Fax: 914-674-7351; Web site: http://ger.mercy.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01