Geography, Education for Sustainable Development and primary school curricula. A complex triangle.

Autor/inn/en	Malatesta, Stefano; Camuffo, Monica
Titel	Geography, Education for Sustainable Development and primary school curricula. A complex triangle.
Quelle	Aus: Reinfried, Sibylle (Hrsg.); Schleicher, Yvonne (Hrsg.); Rempfle, Armin (Hrsg.): Geographical views on Education for Sustainable Development : Proceedings. Lucerne-Symposium, Switzerland, July 29-31, 2007. Weingarten: Selbstverlag des Hochschulverbandes für Geographie und ihre Didaktik e.V. (2007) S. 58-65 PDF als Volltext kostenfreie Datei (1) Link als defekt meldenVerfügbarkeit
Reihe	Geographiedidaktische Forschungen. 42
Beigaben	Tabellen; Literaturangaben
Sprache	englisch
Dokumenttyp	gedruckt; online; Sammelwerksbeitrag
ISBN	978-3-925319-29-7
Schlagwörter	Geographie; Umweltbildung; Bildung für nachhaltige Entwicklung; Curriculum; Komplexität; Erdkunde; Geographieunterricht; Sachunterricht; Epistemologie; Interdisziplinarität; Tagungsbeitrag; Didaktik; Grundschule; Italien; Frankreich;
Abstract	The aim of this theoretical paper is to reflect on the transdisciplinary nature of [Environmantal Education] and [Education for Sustainable Development]. Considering the proper position of this subject in Primary School Curricula, is transdiscipline an advantage or a limit? [....] [I]n many cases in Europe, Environmental Education has kept its own undefined position in Primary School Curricula. In fact EE is considered to be a cross-disciplinary subject. This transversal nature might generate some epistemological and methodological confusion. This confusion refers to EE issues, goals and didactics, in particular considering the central role played by “best practices”. In Primary School EE is often connected with different subjects, such as Geography and Science, supplied with more solid (and older) epistemological bases. This “limit” might even be considered an advantage, because Geography (of course also Science) could be used as an “external support” to validate EE didactics and objects. Re-reading the International Charter on Geographical Education, some important contribution on geography and epistemology and comparing three National Curricula (the Italian, the French and the English ones), we present a possible way to consider Geography as a support for the “external validation”. (Orig.).
Erfasst von	Externer Selbsteintrag
Update	Neueintrag 2022-03