Learning in Nature: An Amplified Human Rights-Based Framework

Autor/in	Tuparevska, Elena
Titel	Learning in Nature: An Amplified Human Rights-Based Framework
Quelle	In: Educational Philosophy and Theory, 55 (2023) 10, S.1159-1169 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Tuparevska, Elena)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1857
DOI	10.1080/00131857.2022.2035721
Schlagwörter	Civil Rights; Environmental Education; Teaching Methods; Indigenous Populations; Climate; Crisis Management; Biodiversity; International Organizations; Access to Education; Educational Quality; Educational Environment; COVID-19; Pandemics + Suchen Sie Ihr Suchwort? Bürgerrechte; Grundrechte; Zivilrecht; Umweltbildung; Umwelterziehung; Umweltpädagogik; Teaching method; Lehrmethode; Unterrichtsmethode; Sinti und Roma; Klima; Krisenmanagement; Biodiversität; International organisation; International organisations; International organization; Internationale Organisation; Education; Access; Bildung; Zugang; Bildungszugang; Quality of education; Bildungsqualität; Lernumgebung; Pädagogische Umwelt; Schulumwelt
Abstract	Human beings are spending less time in nature than previous generations. Without opportunities to interact with nature, we are unable to forge deeper connections with the natural world, leading to indifference and unwillingness to protect it. At the same time, climate change has led to biodiversity loss and new threats such as pandemics, making the issue of the disconnection between humans and nature even more pertinent. This article proposes a modified human rights-based framework to education that incorporates nature as an integral part. I draw on UNESCO's framework for the human rights-based approach to education which entails three distinct dimensions: access to education, educational quality, and educational environment. I argue that introducing nature as a crucial part of the educational environment can contribute to upholding both human rights and the fundamental rights of nature. By drawing on ecopedagogy and Indigenous beliefs underlining a harmonious relationship with nature, we can move away from the current anthropocentric approach and address the environmental crisis in a meaningful way. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01