Why a dispositional view of ecological literacy is needed

IF 2.4 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Teaching in Higher Education Pub Date : 2023-07-04 DOI:10.1080/13562517.2023.2198637

Dennis Koyama, Takehiro Watanabe

引用次数: 5

Abstract

ABSTRACT In this Points of Departure, we present four vignettes from our teaching to argue that a dispositional view of ecological literacy is needed for Justice-Based Environmental Sustainability (JBES). Having such a perspective can enable educators to encourage students to learn to develop the habit to critically problematize sustainability (e.g. ‘the sustainability of what values and actions’) and development (e.g. ‘development for and by whom’). From this perspective, people need to develop an inclination to act for the larger planetary good (i.e. praxis) and towards JBES. We also argue that this view of ecological literacy will require teachers to critically engage with their lessons to ensure that lessons are crafted to counter socio-environmental injustices that can lead to JBES action throughout one’s life. Taking a dispositional view, then, means the ecological literacies reside in the learner and its teaching emerges as something akin the education of moral character.

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为什么需要一种生态素养的性格观

在这个出发点中，我们从我们的教学中提出了四个小插曲，以论证基于正义的环境可持续性(JBES)需要生态素养的气质观。有了这样的观点，教育者可以鼓励学生学会养成批判性地质疑可持续性(例如“什么价值观和行动的可持续性”)和发展(例如“为谁而发展”)的习惯。从这个角度来看，人们需要培养一种为更大的地球利益(即实践)和JBES而行动的倾向。我们还认为，这种生态素养的观点将要求教师批判性地参与他们的课程，以确保课程的设计能够对抗社会环境的不公正，这种不公正可能导致JBES在一个人的一生中采取行动。从性格的角度来看，生态素养存在于学习者身上，其教学类似于道德品质的教育。

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来源期刊

Teaching in Higher Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

7.90

自引率

7.70%

发文量

期刊介绍： Teaching in Higher Education has become an internationally recognised field, which is more than ever open to multiple forms of contestation. However, the intellectual challenge which teaching presents has been inadequately acknowledged and theorised in higher education. Teaching in Higher Education addresses this gap by publishing scholarly work that critically examines and interrogates the values and presuppositions underpinning teaching, introduces theoretical perspectives and insights drawn from different disciplinary and methodological frameworks, and considers how teaching and research can be brought into a closer relationship. The journal welcomes contributions that aim to develop sustained reflection, investigation and critique, and that critically identify new agendas for research, for example by: examining the impact on teaching exerted by wider contextual factors such as policy, funding, institutional change and the expectations of society; developing conceptual analyses of pedagogical issues and debates, such as authority, power, assessment and the nature of understanding; exploring the various values which underlie teaching including those concerned with social justice and equity; offering critical accounts of lived experiences of higher education pedagogies which bring together theory and practice. Authors are strongly encouraged to engage with and build on previous contributions and issues raised in the journal. Please note that the journal does not publish: -descriptions and/or evaluations of policy and/or practice; -localised case studies that are not contextualized and theorised; -large-scale surveys that are not theoretically and critically analysed; -studies that simply replicate previous work without establishing originality.