Zoekresultaten

'Dat is mien laand'. Cultuureducatie op het Groningse platteland.

Met klei als basis, scheppen we de wereld

Moving Beyond Innocence: Educating Children in a Post-Nature World

This chapter examines some of the challenges of unlearning anthropocentrism - i.e. the deep-seated cultural, psychological and enacted prejudices of human specialness - in nature-based early childhood education programs. We begin with a critical exploration of recent trends in environmental philosophy and the conservation sciences that seek to move beyond the so-called archaic notions of “wilderness” and “nature” towards more managerial models of human dominion over planetary “ecosystem services.” We suggest the trouble with these discursive moves is that they shirk from the courageous conversations required from environmental education in a time of ecological emergency. We conclude by drawing on research at nature-based schools in the Netherlands and Canada to illustrate the tenacity of anthropocentric “common-sense” and suggest the beginnings of pedagogy of childhoodnatures guided by notions of rewilding and ecological humility. https://doi.org/10.1007/978-3-319-51949-4_40-1 LinkedIn: https://www.linkedin.com/in/helenkopnina/

HU Lectorenboek 2009

In het boek is een overzicht te vinden van de verschillende kenniscentra en lectoren van de HU. Per kenniscentrum worden de verschillende onderzoeksterreinen beschreven en de lectoren voorgesteld.

Can faith save the earth?

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Revisiting the “trans-human” Gestalt: Discussing ‘Nature’ and ‘Development’ with Students of Sustainable Business

This article explores the perceptions of development through metaphor use by students of International Business Management Studies at The Hague University. Students’ reflections upon the concepts of nature and development before and after educational intervention are examined through discourse analysis and narrative analysis. Results show that initially students reflect the dominant development paradigm which tends to conflate ‘nature’ with ‘natural resources’. This study suggests that the critical course has the potential to shift the student focus from the unquestioning acceptance of economic development and instrumental view of nature to recognition of more ecologically benign and culturally variable paths to sustainability. In terms of pedagogy, the ‘trans-human’ Gestalt, or mindset conducive to planetary consciousness, may require a distinct type of didactic strategy, discussed in this article. It is concluded that while transformative social learning towards sustainability requires the integrative switching back and forth between the various mindsets, effective, ecologically engaged and critical learning may require a more fixed, committed and above all affirmative action approach. https://doi.org/10.1177/0973408214529989 https://www.linkedin.com/in/helenkopnina/