Activist Environmental Education and Moral Philosophy

Autor/inn/en	Burns, David Patrick; Norris, Stephen P.
Titel	Activist Environmental Education and Moral Philosophy
Quelle	In: Canadian Journal of Science, Mathematics and Technology Education, 12 (2012) 4, S.380-393 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1492-6156
DOI	10.1080/14926156.2012.732190
Schlagwörter	Stellungnahme; Environmental Education; Foreign Countries; Activism; Moral Values; STEM Education; Journal Articles; Periodicals; Values Education; Social Problems; Teaching Methods; Ethics; Caring + Suchen Sie Ihr Suchwort? Umweltbildung; Umwelterziehung; Umweltpädagogik; Ausland; Aktivismus; Politischer Protest; Moral value; Ethischer Wert; STEM; Journal article; Zeitschriftenaufsatz; Periodical; Journal; Zeitschrift; Fachzeitschrift; Periodikum; Werterziehung; Social problem; Soziales Problem; Teaching method; Lehrmethode; Unterrichtsmethode; Ethik; Care; Pflege; Sorge; Betreuung
Abstract	In this article the authors respond to a recent special issue of the "Canadian Journal of Science, Mathematics and Technology Education" (Alsop & Bencze, 2010) in which the role of environmental activism in science, mathematics, and technology education (SMTE) was addressed. Although they applaud this Special Issue's invitation to begin a new conversation about the role of activism in SMTE, the authors shall argue here that the Special Issue introduces a series of problems that deserve attention and that indicate more general philosophical problems with the emergent literature in this field. Specifically, they argue that there is significant ambiguity in the Special Issue's proposals regarding the moral content of environmental education. The authors shall begin this discussion by briefly outlining the process through which issues like the environmental crisis become the subject of educational analysis. This outline will focus on the capacity of this process to influence both the issue at hand and their understanding of education. Then, they shall introduce what they take to be the most important analytic ambiguities present in the Special Issue: the activist versus value-free contrast and the problem of moral educational paradigms. They shall conclude their discussion by briefly introducing two moral educational paradigms that might provide the philosophical foundation that they argue is required of the arguments in question. (Contains 6 endnotes.) (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10