Literaturnachweis - Detailanzeige
| Autor/inn/en | Vidal, Michel; Simonneaux, Jean; Levinson, Ralph |
|---|---|
| Titel | The Role of Myths in Students Discussing 'Pest'-Agriculture Relations |
| Quelle | In: Cultural Studies of Science Education, 16 (2021) 4, S.1197-1209 (13 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Vidal, Michel) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1871-1502 |
| DOI | 10.1007/s11422-020-10013-9 |
| Schlagwörter | Science and Society; Mythology; Critical Thinking; Computer Mediated Communication; Controversial Issues (Course Content); Animals; Cultural Context; Intercultural Communication; Foreign Countries; Students; Debate; Agriculture; United Kingdom (England); France; New Zealand |
| Abstract | Socio-scientific issues and socially acute questions enable moral judgement through rational, emotional, intuitive and imaginative thinkings. Our research focuses more specifically on the place of the myth in student discussions about controversial issues. We have analysed the mythemes expressed through online exchanges between students from England, France and New Zealand about three 'pest'-animal issues, the 'pests' in question being the Badger (England), Wolf (France) and Possum (New Zealand). We observe the expression of recurrent mythemes by issue, one demonizing the animal and encouraging its destruction or control, one protecting its proper nature, one ambivalent proposing a dialogue between the two first ones. These expressions relate to the living socio-cultural contexts of the students. The mytheme expressed by each student remains stable during the discussion. The potential of myths to enable critical thinking in intercultural communication is discussed. (As Provided). |
| Anmerkungen | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2022/4/11 |
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