Significant Life Experiences, Motivations and Values of Climate Change Educators

Autor/inn/en	Howell, Rachel A.; Allen, Simon
Titel	Significant Life Experiences, Motivations and Values of Climate Change Educators
Quelle	In: Environmental Education Research, 25 (2019) 6, S.813-831 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Howell, Rachel A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1350-4622
DOI	10.1080/13504622.2016.1158242
Schlagwörter	Values; Climate; Foreign Countries; Environmental Education; Social Justice; Physical Environment; Conservation (Environment); Science Teachers; Environmental Influences; Motivation; Experiential Learning; Outdoor Education; United Kingdom + Suchen Sie Ihr Suchwort? Wertbegriff; Klima; Ausland; Umweltbildung; Umwelterziehung; Umweltpädagogik; Soziale Gerechtigkeit; Natürliche Umwelt; Conservation; Environment; Konservierung; Bewahung; Umwelt; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Environmental influence; Umwelteinfluss; psychologische; Motivation (psychologisch); Experiental learning; Erfahrungsorientiertes Lernen; Freiluftunterricht; Großbritannien
Abstract	We present a survey of 85 people involved in climate change education and mitigation, mainly in the UK, exploring the significant life experiences (SLEs) and formative influences that have contributed to their concern about climate change and their interest in climate change education and mitigation. In contrast with the findings of a large number of previous studies of environmentalists/environmental educators, outdoor experiences during childhood were not generally a major formative influence on the respondents. Although Western children nowadays commonly have fewer opportunities to enjoy such experiences, analysis showed that the differences were not due simply to changes over time. Uniquely in research on SLEs of environmentalists/environmental educators, we also examined respondents' values and motivations, to further understand what inspires action. Social justice concerns were rated as more motivating than biospheric concerns by the sample as a whole, and altruistic and biospheric values were considered equally important as guiding principles. These findings have implications for the framing of climate change as an 'environmental' problem, and suggest that, contrary to conclusions that may have been drawn from past research, environmental education specifically directed towards stimulating engagement with climate change need not entail promoting outdoor experiences, nature connectedness, or biospheric values and motivations for action. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01