地点教学法:在大流行期间保护基于地点的环境教育形式

IF 0.7 Q3 EDUCATION & EDUCATIONAL RESEARCH Ethics and Education Pub Date : 2023-01-02 DOI:10.1080/17449642.2023.2188721
Jeff Stickney
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引用次数: 0

摘要

在线“基于地点的学习”能不仅仅是一种传真或仪式吗?利用我的流行病实践的现象学,我研究了“基于地点的学习”的意义:将亚里士多德关于地点的重要思想作为一个容器,冒险进入当代现象学研究,其中地点和事物不仅在概念上相互关联,而且在学习经验中具有内在和潜在的强大元素。Bonnett(2021)对教育的生态化表明,真实的形式必须被具体化和安置,以便让学习者能够更就地、更深入地情境化,但又“超越”和“狂喜”地接受超越人类的自然领域(如所示,phusis)。但我认同的这种海德格尔式的叙述给学生和基于地点的教育者带来了挑战。维特根斯坦的哲学方法本身就是以语言(我们的“家乡”)的地为基础的调查为模型的,它把我从形而上学的倾向中拉回来,建设性地探讨植根于教育实践的普通话语。
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Pedagogies of place: conserving forms of place-based environmental education during a pandemic
ABSTRACT Can on-line ‘place-based learning’ be more than a facsimile or ritual? Using a phenomenology of my pandemic practice, I investigate the meaning of ‘place-based learning:’ entertaining Aristotle’s seminal thought on place as a container to venture into contemporary phenomenological inquiries where places and things are not only conceptually implicated by each other, but immanent and potentially powerful elements in learning experiences. Bonnett’s (2021) ecologizing of education shows that authentic forms must be embodied and emplaced in order to open learners to the more in situ, deeply-contextualized and yet ‘transcendental’ and ‘ecstatic’ reception of the more-than-human realm of nature (as what comes-forth, phusis). But this Heideggerian narrative with which I resonate poses challenges for students and place-based educators. Wittgenstein’s philosophical approach, itself modelled on place-based investigation of language (our ‘home city’), draws me back from metaphysical inclinations to dwell constructively on ordinary discourses rooted in educational practices.
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来源期刊
Ethics and Education
Ethics and Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
1.70
自引率
11.10%
发文量
22
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