Plant Blindness: A Faddish Research Interest or a Substantive Impediment to Achieve Sustainable Development Goals?

Autor/inn/en	Amprazis, Alexandros; Papadopoulou, Penelope
Titel	Plant Blindness: A Faddish Research Interest or a Substantive Impediment to Achieve Sustainable Development Goals?
Quelle	In: Environmental Education Research, 26 (2020) 8, S.1065-1087 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Amprazis, Alexandros) ORCID (Papadopoulou, Penelope)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1350-4622
DOI	10.1080/13504622.2020.1768225
Schlagwörter	Plants (Botany); Sustainable Development; Environmental Education; Educational Objectives; Knowledge Level; Correlation; Agriculture; Role of Education + Suchen Sie Ihr Suchwort? Pflanze; Nachhaltige Entwicklung; Umweltbildung; Umwelterziehung; Umweltpädagogik; Educational objective; Bildungsziel; Erziehungsziel; Wissensbasis; Korrelation; Landwirtschaft; Bildungsauftrag
Abstract	Plant blindness is an important phenomenon with a growing body of literature. According to researchers, the educational system is listed both among the causes and solutions to this issue. Therefore, previous work regarding this matter has mainly focused on the educational context. While sustainable development is a top priority for every modern society, it has not yet been established whether plant blindness can be a substantive impediment towards this direction. This paper is an attempt to examine any significant relation between this phenomenon and the Sustainable Development Goals (SDGs), as these are determined by the United Nations. Through an in-depth, narrative literature review, we show that plant blindness should not be examined lightly as just a differentiation in preference regarding plants and animals. Ignoring flora can be an opposing factor to environmental balance and directly hinder the achievement of the vast majority of SDGs. In that context, the restriction of plant blindness becomes a vital issue for the scientific community and the policy makers. Moreover, sustainable education steps in as the main social process for changing perceptions and dealing with this kind of challenges, but through a modern perspective of place-based education, collective consciousness and vital coalitions of stakeholders. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01