Οι παιδαγωγικοί στόχοι της Εκπαίδευσης για το Περιβάλλον και την Αειφορία
Resumen
Οι παιδαγωγικοί στόχοι αποτελούν μια σημαντική διάσταση της Εκπαίδευσης για το Περιβάλλον και την Αειφορία, καθώς λειτουργούν ως πυξίδα για τον εκπαιδευτικό σχεδιασμό. Είναι αυτοί που καθορίζουν τον προσανατολισμό του γνωστικού αντικειμένου, το διαφοροποιούν από άλλα συναφή πεδία, οριοθετούν το περιεχόμενό του και προσδιορίζουν τα μαθησιακά αποτελέσματα. Στο παρόν κείμενο αναλύουμε τις πέντε βασικές κατηγορίες παιδαγωγικών στόχων της Εκπαίδευσης για το Περιβάλλον και την Αειφορία αναδεικνύοντας τις κύριες διαστάσεις που θα πρέπει να λάβουν υπόψη τους οι εκπαιδευτικοί και οι εκπαιδευτές/τριες κατά τον σχεδιασμό της εκπαιδευτικής τους δράσης. Συγκεκριμένα αναφερόμαστε στην ευαισθητοποίηση των εκπαιδευμένων ως προς το υπό εξέταση ζήτημα, στις γνώσεις στις οποίες πρέπει να εστιάσουμε τόσο αναφορικά με τα ζητήματα περιβάλλοντος και αειφορίας που αναλύουμε όσο και σε σχέση με βασικές έννοιες που διαπερνούν όλα τα ζητήματα, στις στάσεις και τις αξίες, τις οποίες διακρίνουμε σε ατομικές και συλλογικές, σε βασικές ικανότητες που πρέπει να αναπτύξουν οι εκπαιδευόμενοι/ες και τέλος στη συμμετοχή και τη δράση ως επιστέγασμα της όλης εκπαιδευτικής διαδικασίας.
Article Details
- Cómo citar
-
Λιαράκου Γ. (2023). Οι παιδαγωγικοί στόχοι της Εκπαίδευσης για το Περιβάλλον και την Αειφορία. Περιβαλλοντική Εκπαίδευση για την Αειφορία, 5(1), 34–47. https://doi.org/10.12681/ees.35759
- Sección
- Articles
Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial-CompartirIgual 4.0.
Οι συγγραφείς διατηρούν τα πνευματικά δικαιώματα και παρέχουν στο περιοδικό το δικαίωμα της πρώτης δημοσίευσης μαζί με την αδειοδότηση της εργασίας με CC-BY-NC-SA, που επιτρέπει σε άλλους να μοιράζονται αυτή την εργασία με αναγνώριση του συγγραφικού δικαιώματος και την αρχική δημοσίευση σε αυτό το περιοδικό.Descargas
Los datos de descargas todavía no están disponibles.
Citas
Ajzen I. (1991). The theory of planned behavior. Organizational Behavior and Human Decision Processes. 50 (2): 179–211. DOI: https://doi.org/10.1016/0749-5978(91)90020-T
Alisat S. & Riemer M. (2015). The environmental action scale: Development and psychometric evaluation. Journal of Environmental Psychology, 43, p. 13-23, DOI: https://doi.org/10.1016/j.jenvp.2015.05.006
Al-Mulla S., Ari I. & Koç M. (2022). Social media for sustainability education: gaining knowledge and skills into actions for sustainable living, International Journal of Sustainable Development & World Ecology, 29:5, 455-471, DOI: : https://doi.org/10.1080/13504509.2022.2036856
Bialik, M., & Fadel, C. (2015). Skills for the 21st Century: What Should Students Learn? Centre for Curriculum Redesign: Boston.
Bloom, B., Englehart, M., Hill, W. Furst, E. & Krathwohl, D. (1956). Taxonomy of educational objectives: The classification of educational goals. Handbook: 1 Cognitive domain. New York: Longman Green.
Boulding K. (1966). The Economics of Knowledge and the Knowledge of Economics". American Economic Review, 56, 1/2
Caduto M. (1985). A Guide on Environmental Values Education, Paris: Unesco.
Caniglia, G., Luederitz, C., von Wirth, T. et al. (2021).A pluralistic and integrated approach to action-oriented knowledge for sustainability. Nat Sustain 4, 93–100 DOI: https://doi.org/10.1038/s41893-020-00616-z
Cardoso Satyro, W., Benedito Sacomano, J., Celso Contador, J. & Telles, R. (2018). Planned obsolescence or planned resource depletion? A sustainable approach, Journal of Cleaner Production, 195, 744-752, DOI: https://doi.org/10.1016/j.jclepro.2018.05.222
de Haan G. (2010). The development of ESD-related competencies in supportive institutional frameworks. International Review of Education, 56(2), 315-328 DOI: https://doi.org/10.1007/s11159-010-9157-9
European Commission (2004). Implementation of «Education and Training 2010» work programme / Working Group B «Key Competences», Directorate – General for Education and Culture
Fisman L. (2005) The Effects of Local Learning on Environmental Awareness in Children: An Empirical Investigation, The Journal of Environmental Education, 36:3, 39-50, DOI: https://doi.org/10.3200/JOEE.36.3.39-50
García-Pérez I., Muñoz-Torres M.J. & Fernández-Izquierdo M.A. (2017). Microfinance literature: A sustainability level perspective survey, Journal of Cleaner Production, 142 (4), p. 3382-3395, DOI: 10.1016/j.jclepro.2016.10.128.
Gecit B.B. (2020). Planned obsolescence: a keyword analysis. Journal of Management, Marketing and Logistics (JMML), 7(4), p.227-233. DOI: http://dx.doi.org/10.17261/Pressacademia.2020.1335
Geisinger, K. (2016). 21st century skills: What are they and how do we assess them? Applied Measurement in Education, 29(4), 245-249. DOI: https://doi.org/10.1080/08957347.2016.1209207
Greig A. & Priddle J. (2019). Mapping Students’ Development in Response to Sustainability Education: A Conceptual Model. Sustainability. 11(16) 4324 DOI: https://doi.org/10.3390/su11164324
Haas W., Krausmann F., Wiedenhofer D., Lauk C. & Mayer, A. (2020). Spaceship earth's odyssey to a circular economy - a century long perspective, Resources, Conservation and Recycling, 163, 105076, DOI: https://doi.org/10.1016/j.resconrec.2020.105076
Hadzigeorgiou, Y. & Skoumios, M. (2013). The development of environmental awareness through school science: Problems and possibilities, International Journal of Environmental & Science Education, 8, 405-426. DOI: http://dx.doi.org/10.12973/ijese.2013.212a
Hanel P., Foad C., & Maio G. (2021). Attitudes and Values. Oxford Research Encyclopedia of Psychology. DOI: https://doi.org/10.1093/acrefore/9780190236557.013.248
Hickman C., Marx E., Pihkala P. et al. (2021). Climate anxiety in children and young people and their beliefs about government responses to climate change: a global survey. The Lancet Planetary Health, 5, 12, e863 - e873. DOI: https://doi.org/10.1016/s2542-5196(21)00278-3
Huckle J. & Wals A. (2015). The UN Decade of Education for Sustainable Development: business as usual in the end, Environmental Education Research, 21:3, 491-505, DOI: https://doi.org/10.1080/13504622.2015.1011084
Huckle J. (1996). Realizing Sustainability in Changing Times, in J. Huckle and S. Sterling (eds) Education for Sustainability, London: Earthscan.
Huckle J. (1999a). Locating Environmental Education between Modern Capitalism and Postmodern Socialism: A Reply to Lucie Sauvé, Canadian Journal of Environmental Education, 4, pp. 36-45
Huckle J. (1999b). Education for Sustainability: an invitation to join a debate, in https://john.huckle.org.uk.
Hungerford H.R., Peyton R.B. & Wilke R.J. (1980). Goals for Curriculum Development in Environmental Education, The Journal of Environmental Education, 11, 3.
Hungerford H.R., Volk T.L. & Ramsey J.M. (1994). A Prototype Environmental Education Curriculum for the Middle School, UNESCO – UNEP – IEEP, EE Series 29, Paris.
Iozzi L., Laveault D. & Marcinkowski T. (1990). Assessment of Learning Outcomes in Environmental Education, UNESCO, Paris
Jackson T. (2009). Prosperity Without Growth: Economics for a Finite Planet, Earthscan (Prosperity without growth? The transition to a sustainable economy. Sustainable development Commission).
Jensen B. B. & Schnack, K. (1997) The Action Competence Approach in Environmental Education. Environmental Education Research, 3:2, 163-178, DOI: https://doi.org/10.1080/1350462970030205
Kollmuss A. & Agyeman J. (2002). Mind the Gap: Why do people act environmentally and what are the barriers to pro-environmental behavior?, Environmental Education Research, 8:3, 239-260, DOI: https://doi.org/10.1080/13504620220145401
Krathwohl D. (2002). A Revision of Bloom's Taxonomy: An Overview, Theory Into Practice, 41:4, 212-218, DOI: https://doi.org/10.1207/s15430421tip4104_2
Krathwohl D. Bloom B. & Masia B. (1964). Taxonomy of educational objectives. The classification of educational goals. Handbook 11: Affective domain. New York: David McKay.
Leicht, A., Heiss, J. & Won Jung, B. (2018). Issues and trends in education for sustainable development. Paris: Unesco.
Λιαράκου, Γ. και Φλογαΐτη, Ε. (2007). Από _την _Περιβαλλοντική _Εκπαίδευση _στην _Εκπαίδευση _για _την _Αειφόρο _Ανάπτυξη:_ _Προβληματισμοί,_ _τάσεις _και _προτάσεις. Αθήνα: Νήσος.
Liarakou G., Athanasiadis I. & Gavrilakis, C. (2011). What Greek secondary students believe about climate change, International Journal of Environmental and Science Education 6(1) 79-98.
Mahat H., Nayan N., Hashim M., Saleh Y. & Norkhaidi, S.B. (2019). Development of environmental awareness measurement instruments through education for sustainable development. Advances in Social Science, 8th UPI-UPSI International Conference (UPI-UPSI 2018) Education and Humanities Research, volume 2.
Marcinkowski, T. (1991), The Relationship between Environmental Literacy and Responsible Environmental Behavior in Environmental Education, in M. Maldague (ed), Methods and Techniques for Evaluating Environmental Education, UNESCO, Paris.
Marzano, R., & Kendall, J. (2007). The new taxonomy of educational objectives (2nd ed.). Corwin Press.
Massialas, B. & Hurst, J.B. (1978). Social Studies in a New Era. The Elementary School as a Laboratory, Longman, NY. 20
Mezirov, J. (2000). Learning as transformation: Critical perspectives on a theory in progress. San Francisco: Jossey-Bass.
Mogensen, F. & Mayer, M. (Eds) (2005). ECO-schools trends and divergences. A comparative study on ECO-school development processes in 13 counties. Austrian Federal Ministry of Education, Science and Culture – Vienna, in collaboration with “Environment and School Initiatives – ENSI”, ISBN: 3-85031-062-0.
Murzi, H., Mazzurco A., Pikaar I. & Gibbes, B. (2019). Measuring development of environmental awareness and moral reasoning: A case-study of a civil engineering course, European Journal of Engineering Education, 44:6, 954-968, DOI: https://doi.org/10.1080/03043797.2019.1566300
NAAEE (2000). Excellence in Environmental Education – _Guidelines for Learning (K-12), The National Project for Excellence in Environmental Education, (https://eelinked.naaee.net/n/guidelines).
Nieuwenhuijsen M. (2020). Urban and transport planning pathways to carbon neutral, liveable and healthy cities; A review of the current evidence, Environment International, 140, DOI: https://dorg/10.1016/j.envint.2020.105661
Öhman J. & Östman, L. (2019). Different Teaching Traditions in Environmental and Sustainability Education. In K. Van Poeck, L. Östman, J. Öhman, J. (Eds.) Sustainable Development Teaching—Ethical and Political Challenges p. 70-82, Routledge: Oxford.
Öhman, J. & Östman, L. (2008). Clarifying the Ethical Tendency in Education for Sustainable Development Practice: A Wittgenstein-Inspired Approach. Canadian Journal of Environmental Education, 13 (1), 57-72.
Paladini, P., Saha K.. & Pierron, X. (2021). Sustainable space for a sustainable Earth? Circular economy insights from the space sector, Journal of Environmental Management, 289, 12511, DOI: https://doi.org/10.1016/j.jenvman.2021.112511
Pihkala, P. (2020). Anxiety and the ecological crisis: an analysis of eco-anxiety and climate anxiety. Sustainability 127836 DOI: https://doi.org/10.3390/su12197836
Rau, H. & Edmondson, R. (2013). Time and Sustainability. In F. Fahy and H. Rau (Eds) Methods of Sustainability Research in the Social Sciences, Sage Publications DOI: https://doi.org/10.4135/9781526401748.n9
Rieckmann M. (2018). Learning to transform the world: key competences in Education for Sustainable Development. In A. Leicht, J. Heiss and W.J. Byun (Eds), Issues and Trends in Education for Sustainable Development. UNESCO, Paris.
Robottom I. (2004). Constructivism in Environmental Education: Beyond Conceptual Change Theory. Australian Journal of Environmental Education, 20(2), 93-101.
Sipos, Y., Battisti, B. & Grimm, K. (2008). Achieving transformative sustainability learning: Engaging head, hands and heart. International Journal of Sustainability in Higher Education, 9(1), pp. 68-86. DOI: https://doi.org/10.1108/14676370810842193
Stapp W. B., Bennet D., Bryan W., Fulton J., MacGregor J., Nowak P., et al. (1969). The concept of environmental education. The Journal of Environmental Education, 1(1), 30–31.
Stapp, W.B. & Cox, D.A. (1974), Environmental Education Model, in EE Activities Manual, Ann Arbor, MI.
Sterling, S. (2001). Sustainable Education, Re-visioning Learning and Change, Totnes: Green Books (for the Shumacher Society).
Φλογαΐτη Ε. και Λιαράκου Γ. (Επ) (2009). Εκπαίδευση για την Αειφόρο Ανάπτυξη. Από τη θεωρία στην πράξη, Αρχάνες: ΚΠΕ Αρχανών.
Φλογαΐτη Ε.(2011). Εκπαίδευση για το Περιβάλλον και την Αειφορία, Αθήνα: Πεδίο (1η έκδοση Ελληνικά Γράμματα 2006).
UNESCO (2005). UN Decade of Education for Sustainable Development 2005-2014. International Implementation Plan. Paris: UNESCO.
UNESCO (2017). Education for Sustainable Development Goals. Learning Objectives. Paris: UNESCO. https://unesdoc.unesco.org/ark:/48223/pf0000247444
Wackernagel, M. & Beyers, B. (2019). Ecological footprint: Managing our biocapacity budget. New Society Publish.
Wiek A., Bernstein M.J., Foley R.W., Cohen M., Forrest N., Kuzdas C., Kay B. & Withycombe Keeler L. (2016). Operationalising competencies in higher education for sustainable development. In M. Barth, G. Michelsen, I. Thomas and M. Rieckmann (Εds), Routledge Handbook of Higher Education for Sustainable Development p. 241-260 London: Routledge.
