| More

Η αίσθηση του θάμβους και της κατάπληξης όταν τα μικρά παιδιά προσεγγίζουν τη φύση: ξαναδιαβάζοντας τη Rachel Carson

Views: 236 Downloads: 126
Ίριδα Τσεβρένη (https://orcid.org/0000-0001-8065-1249)
Ίριδα Τσεβρένη

Περίληψη


Στην εργασία αυτή επιχειρείται η προσέγγιση του έργου της Rachel Carson για τη φύση και τα μικρά παιδιά υπό το πρίσμα των νέων εξελίξεων και ρευμάτων στον χώρο της παιδαγωγικής έρευνας και πράξης και της περιβαλλοντικής εκπαίδευσης. H αίσθηση του θάμβους και της κατάπληξης όταν τα μικρά παιδιά προσεγγίζουν τον φυσικό κόσμο, όπως αναδεικνύεται από την Carson, αναλύεται στη βάση μιας ολιστικής, ενσώματης και βασισμένης στις αισθήσεις παιδαγωγικής εμπειρίας που αποσκοπεί στη θεραπεία της αποξένωσης από τον μη ανθρώπινο κόσμο. Η αίσθηση του θάμβους και της κατάπληξης, επίκαιρη όσο ποτέ, επαναπροσεγγίζεται στην εργασία αυτή ως συναίσθημα, ως τρόπος μάθησης, ως διαδικασία επικοινωνίας και ως επιλογή συνύπαρξης και συμπόρευσης με τον μη ανθρώπινο κόσμο. Στο πλαίσιο της ενδυνάμωσης της σχέσης των παιδιών με τον φυσικό κόσμο, η αίσθηση του θάμβους και της κατάπληξης αποτελεί στοιχείο έμπνευσης για τη διαμόρφωση μίας παιδαγωγικής φιλοσοφίας που συνασπίζεται με την επίκαιρη, διεπιστημονική συζήτηση σχετικά με τον οραματισμό για την επανένωση νου και σώματος, πολιτισμού και φύσης.


Λέξεις κλειδιά


φύση; μικρά παιδιά; αίσθηση του θάμβους και της κατάπληξης; συναισθήματα; αισθήσεις; σώμα

Πλήρες Κείμενο:

PDF

Αναφορές


Abram, D. (1997). The spell of the sensuous: Perception and language in a more-than-human world. New York: Vintage Books.

Alsop, S. (2011). The body bites back! Cultural Studies of Science Education, 6, 611–623.

Beery, T. & Jørgensen, K. (2016). Children in nature: sensory engagement and the experience of biodiversity. Environmental Education Research, 24(1), 13-25.

Burke, G. & Cutter-Mackenzie, A. (2010). What’s there, what if, what then, and what can we do? An immersive and embodied experience of environment and place through children’s literature. Environmental Education Research, 16(3–4), 311–330.

Carman, T. (1999). The Body in Husserl and Merleau-Ponty, The Intersection of Analytic and Continental Philosophy, 27(2), 205-226.

Carson, R. (1981) (2004). Σιωπηλή Άνοιξη. Αθήνα: Κάκτος.

Carson, R. (1998). The sense of wonder. New York: HarperCollins.

Carson, R. (1956). Help your child to wonder. Companion, July, 24-27/46-48.

Γεωργόπουλος, Α. (2014). Περιβαλλοντική Εκπαίδευση: Ζητήματα Ταυτότητας. Αθήνα: Gutenberg.

Clingan, J. (2015). A pedagogy of love. Journal of Sustainability Education. Retrieved from: http://www.jsedimensions.org/wordpress/content/a-pedagogy-of-love_2015_03/

Davies, B. (2013). A feminist post-structural approach to environmental education research. In R. B. Stevenson, M. Brody, J. Dillon & A. E. J. Wals (eds.), International Handbook of Research on Environmental Education, 438–458. New York: AERARoutledge.

Dyer, A. (2007). Inspiration, enchantment and a sense of wonder … Can a new paradigm in education bring nature and culture together again? International Journal of Heritage Studies, 13(4–5), 393–404.

Egan, K., Cant, A., & Judson, G. (eds.) (2014). Wonder-full education. The Centrality of wonder in teaching and learning across the curriculum. London/New York: Routledge.

Egan, K. (2014). Wonder, awe and teaching techniques. In Egan, K., Cant, A. & Judson, G. (eds.). Wonder-full education. The Centrality of wonder in teaching and learning across the curriculum, 149-161. London/New York: Routledge.

Emerson, R. W. (2017) [1836]. Nature. Los Angeles, CA: CreateSpace Independent Publishing Platform.

Evans, T. & Greenwood, D. (2015). Speaking our truth: A dialog on hope and agency in education and life, Journal of Sustainability Education, 10.

Faber Taylor, A., & Kuo, F. (2008). Children with attention deficits concentrate better after walk in the park. Journal of Attention Disorders 12(5), 402-409.

Gruenewald, D. A. (2003). At home with the other: Reclaiming the ecological roots of development and literacy. The Journal of Environmental Education, 35(1), 33-43.

Gillam, S. (2011). Rachel Carson. Pioneer of environmentalism. Minnesota: ABDO Publishing Company.

Goodwin, A. (1994). Wonder and the teaching and learning in science. Education in Science, September, 8-9.

Goodwin, A. (2001). Wonder in science teaching and learning: an update. School Science, Review, 83(302), 69-73.

Hadzigeorgiou, Y. (2001). The role of wonder and «romance» in early childhood science education. International Journal of Early Years Education, 9, 63–69.

Hadzigeorgiou, Y. P. (2012). Fostering a sense of wonder in the science classroom. Research in Science Education, 42(5), 985–1005.

Hicks, D. (1998). Stories of hope: A response to the “psychology of despair.” Environmental Education Research, 4(2), 165-176.

Herbert, T. (2008). Eco-Intelligent education for a sustainable future life. In I. P. Samuelsson and Y. Kaga (eds.), The Contribution of Early Childhood Education to a Sustainable Society, 63–66. Paris: UNESCO.

Jensen, S. (2016). Empathy and imagination in education for sustainability. Canadian Journal of Environmental Education, 21, 89-105.

Kahn, P. , Severson, R., & Ruckert J. (2009). The human relation with nature and technological nature, Current Directions in Psychological Science, 18(1), 37-42.

Kelsey, E. & Armstrong, C. (2012). Finding hope in a world of environmental catastrophe. In A. Wals and P.B. Corcoran (eds). Learning for sustainability in times of accelerating change (187-200). Wageningen Academic Publishers’ Education and Sustainable Development Series, NL.

Kingwell, M. (2000). Husserl’s sense of wonder. The Philosophical Forum, XXXI(1), 85-107.

Lantier, P. (2009). Rachel Carson. Fighting pesticides and other chemical pollutants. Crabtree Publishing Company.

Le Grange, L. (2004). Embodiment, social praxis and environmental education: Some thoughts. Environmental Education Research, 10(3), 387-399.

Lear, N. (1998). Introduction. In R. Carson. The sense of wonder. New York: Harper Collins.

Lekies, K. S. & Beery, T. H. (2013). Everyone needs a rock: Collecting items from nature in childhood. Children, Youth, and Environments, 23(3), 66–88.

Lithoxoidou, l., Georgopoulos,A., Dimitriou, A. & Xenitidou, S. (2017). “Trees have a soul too!” Developing empathy and environmental values in early childhood. The International Journal of Early Childhood Environmental Education, 5(1), 68-88.

Louv, R. (2005). Last child in the woods. Saving our Children from nature deficit disorder. London: Atlantic Books.

Μανωλάς, Ε. (2010). Η Σιωπηλή Άνοιξη της Rachel Carson και η άνοδος του περιβαλλοντικού κινήματος. Στο Γ. Αραμπατζής, Ανάπτυξη ορεινών και μειονεκτικών περιοχών. Θέματα Δασολογίας και Διαχείρισης Περιβάλλοντος και Φυσικών Πόρων, 2ος Τόμος, 225-234. Ορεστιάδα: Τμήμα Δασολογίας και Διαχείρισης Περιβάλλοντος και Φυσικών Πόρων Δημοκρίτειου Πανεπιστημίου Θράκης.

Miller, J. (2006). Education for wisdom and cCompassion. Creating conditions for timeless learning. California: Corwin Press.

Miller, J. & Nigh. K. (2017). Holistic education and embodied Learning. Charlotte, NC: Information Age Publishing.

Milne, I. (2010). A sense of wonder, arising from aesthetics experience, should be the starting point for inquiry in primary Science Education International, 21(2), 102-115.

Nazir, J. (2016). Using phenomenology to conduct environmental education research: Experience and issues. The Journal of Environmental Education, 47(3), 179-190.

Nazir, J., & Pedretti, E. (2016). Educators’ perceptions of bringing students to environmental consciousness through engaging outdoor experiences. Environmental Education Research, 22(2), 288-304.

Ojala, M. (2013). Emotional awareness: On the importance of including emotional aspects in education for sustainable development (ESD). Journal of Education for Sustainable Development, 7(2), 167–182.

Payne, P. (1997). Embodiment and environmental education, Environmental Education Research, 3(2), 133–153.

Payne, P. & Wattchow, B. (2009). Phenomenological deconstruction, slow pedagogy, and the corporeal turn in wild environmental/outdoor education. Canadian Journal of Environmental Education, 14, 15–32.

Piersol, L. (2014). Our hearts leap up: Awakening wonder within the classroom. In Egan, K., Cant, A. & Judson, G. (Eds.). Wonder-full education. The Centrality of Wonder in Teaching and Learning Across the Curriculum, 3-21. London/New York: Routlede.

Pyle, R. M., & Orr, D. (2008). The extinction of natural experience in the built environment. In S. R. Kellert, J. Heerwagen, and M. Madorn (eds.), Biophilic design: The theory, science and practice of bringing buildings to life, 213–223. Hoboken, NJ: Wiley.

Quaratiello, A. (2004). Rachel Carson: A biography. Westpoport, Connecticut/London: Greenwood Press.

Russell. C. & Oakley, J. (2016). Engaging the emotional dimensions of environmental education, Canadian Journal of Environmental Education, 21, 13-22.

Sammel, A. (2003). An invitation to dialogue: Gadamer, hermeneutic phenomenology, and critical environmental education. Canadian Journal of Environmental Education, 8, 155–168.

Simon, C. (2009). Rachel Carson. Author and environmentalist. Chanhassen, MN: The Child’s World.

Sobel, D. (2008). Childhood and nature: Design principles for educators. Portland, ME: Teahouse Publishers.

Springgay, S. (2014). Anarchiving: Propositions in movement for qualitative research. Brisbane: Annual Association for Research in Education.

Tai, L., M. Taylor-Haque, G. Mclellan E. & Knight. J. (2006). Designing outdoor environments for children. New York: McGraw Hill.

Thoreau, H. D. (2007) [1857] (3η έκδ.) Walden ή Η ζωή στο δάσος. Αθήνα: Κέδρος.

Trembley, E. A. (2003). Rachel Carson. Author/ecologist. Chelsea House Publishers.

Τσεβρένη, Ί. (2019). Εκπαιδεύοντας τους Θορώ των πόλεων: μία εμπειρία βιωματικής προσέγγισης της μη ανθρώπινης φύσης στο πλαίσιο της περιβαλλοντικής εκπαίδευσης. Περιβαλλοντική Εκπαίδευση για την Αειφορία, 1(1), 14-24.

Wals, A. E. J. (1992). Young adolescents’ perception of environmental issues: Implications for environmental education in urban settings. Australian Journal of Environmental Education, 8, 45–58.

Warwick, P., Warwick, A. & Nash, K. (2017). Towards a pedagogy of hope. Sustainability education in the early years. In: V. Huggins & D. Evans (eds.), Early childhood education and care for sustainability: International Perspectives, 28-39. Oxon: Routledge.

Wilson. R. A. (1993). Fostering a sense of wonder during the early childhood years. Greyden Press.

Wilson. R. A. (2010). Aesthetics and a sense of wonder. Exchange, May-June 2010, 24-26.

Worster, D. (1977). Nature’s economy. The roots of ecology. San Fransisco: The Sierra Club Books.


Εισερχόμενη Αναφορά

  • Δεν υπάρχουν προς το παρόν εισερχόμενες αναφορές.


Copyright (c) 2020 Περιβαλλοντική Εκπαίδευση για την Αειφορία

Creative Commons License
Η χρήση του περιεχομένου καθορίζεται από την άδεια Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.