Philosophies of Adult Environmental Education

Autor/in	Walter, Pierre
Titel	Philosophies of Adult Environmental Education
Quelle	In: Adult Education Quarterly: A Journal of Research and Theory, 60 (2009) 1, S.3-25 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0741-7136
DOI	10.1177/0741713609336109
Schlagwörter	Educational Strategies; Environmental Education; Teacher Role; Classification; Adult Education; Educational Philosophy; Role of Education; Student Characteristics; Teaching Methods; Student Evaluation; Progressive Education; Political Attitudes; Behaviorism; Conservation (Environment); Conservation Education; Humanism; North America + Suchen Sie Ihr Suchwort? Lehrstrategie; Umweltbildung; Umwelterziehung; Umweltpädagogik; Lehrerrolle; Classification system; Klassifikation; Klassifikationssystem; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Bildungsphilosophie; Erziehungsphilosophie; Bildungsauftrag; Teaching method; Lehrmethode; Unterrichtsmethode; Schulnote; Studentische Bewertung; Reformpädagogik; Progressive Erziehung; Political attitude; Politische Einstellung; Behaviourism; Behaviorismus; Conservation; Environment; Konservierung; Bewahung; Umwelt; Humanismus; Nordamerika
Abstract	This article offers a typology of philosophical traditions in environmental education for adults, based on five philosophical perspectives of adult education described by Elias and Merriam. These five traditions are liberal, progressive, behaviorist, humanist, and radical adult environmental education, respectively. A summary of each philosophy's main tenets, including the aims of education, beliefs about the nature of learners, the role of educators, and instructional strategies and assessment of learning is given in the article. Limitations of the typology are also discussed. Prominent examples from the environmental movement and adult environmental education practice in North America are then presented to illustrate each philosophy. The article ends with a discussion of directions for future research and implications for practice. (Contains 1 table and 4 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10