为更可持续的高等教育提供更多的个人知识

Ilga Salīte, Ilona Fjodorova, Inese Butlere, O. Ivanova
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引用次数: 15

摘要

摘要本文旨在从更广泛的角度考虑人类世时代的特点,并强调教育学的可能性,以降低当前高等教育的不可玷污能力。人与自然之间的关系受到这些邪恶问题的影响。特别是,它们受到人类中心主义、自我中心主义和利己主义的混合影响,这通过引起人类的变化来影响这些关系,即发生人类适应环境所自然需要的敏感性和敏感性的变化。在案例研究中,我们使用了现象层面上发生的过程,即所谓的第一人称视角(1PP),其特征是与环境的积极和动态联系。应该注意的是,1PP不能从远处观察,因为有许多相互关联的过程,从环境的影响、“自我”的形成和自我形象的形成开始。因此,1PP中的复杂意识是在以自我为中心的参考系统中实现的,在这个参考系统中,经验是根据人体的图像构建的。本文将介绍通过执行两项任务获得的1PP研究结果:(1)从自我中心的角度发展1PP研究人员对可持续性现象的个人重要观点;(2)1PP研究者参与适合疫情条件的适应性学习。我们要强调的是,该案例研究是我们对自然与人类关系中不可持续发展加剧的反应,这种关系是由人类世问题的纠葛引发和维持的。从教育学的角度来看,我们寻找一个机会,利用人与自然关系的自然起源基础,保持更多的综合活动和个人知识,从而通过个人经验促进更可持续的高等教育的发展。通过现象学的教学视角,我们确定了通过使用更自然的方法来减少人类世混乱的影响的必要性。我们还认识到需要更加谨慎地使用1PP和适应性学习机会。通过这种方式,教育学可以获得新的经验,以更全面地理解个人经验,并加强利用适应性学习的独特能力来塑造更多的个人知识,从而建立更可持续的高等教育。
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More Personal Knowledge for More Sustainable Higher Education
Abstract The article aims at considering the characteristics of the Anthropocene era from a broader perspective and emhasizing the possibilities of pedagogy to reduce the current unsustain-ability of higher education. The relationships between human and nature are affected by the wicked problems. In particular, they are influenced by intermingling of anthropocentrism, egocentrism and egoism, which affect these relationships by causing changes in the human being, i.e., changes in sensitivity and sensibility occur that are naturally necessary for human adaptation to the environment. For the case study, we have used the processes taking place at the phenomenon level, which are known as the first-person perspective (1PP) characterized by an active and dynamic connection with the environment. It should be noted that 1PP cannot be observed from a distance, as there are a number of interrelated processes that begin with the effects of the environment, the formation of the “self” and the formation of the self-image. It follows that complex consciousness in the 1PP is implemented within an egocentric reference system, where experience is structured according to the image of the human body. The article will present the findings of 1PP study obtained by performing two tasks: (1) development of a personally significant view of a 1PP researcher on the phenomenon of sustainability from an egocentric perspective and (2) involvement of the 1PP researcher in adaptive learning suitable for pandemic conditions. We would like to stress that the case study has been developed as our reaction to the intensification of unsustainable development in the relationship between nature and human, which has been initiated and maintained by the tangle of Anthropocene problems. From the pedagogical perspective, we looked for an opportunity to use the basis of the natural origin of human and nature relations to maintain more integrated activities and more personal knowledge, so that the development of more sustainable higher education could be promoted by means of personal experience. Through the pedagogical lenses of phenomenology, we identified the need to reduce the impact of the Anthropocene tangle through the use of more natural methods. We also recognized the need to use the 1PP and adaptive learning opportunities more carefully. In this way, pedagogy can gain new experiences for a more holistic understanding of individual experience and enhance the use of the unique abilities of adaptive learning to prototype more personal knowledge in order to build more sustainable higher education.
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来源期刊
CiteScore
4.10
自引率
0.00%
发文量
11
期刊介绍: Journal of Teacher Education for Sustainability (JTEFS) is a forum for the meeting of different views, ideas and research to promote the further development of studies and practice of teacher education in all areas of formal and non-formal education in relation to sustainability. Contributors are encouraged to submit articles with relevance to content and forms of teacher professional and academic education, problems and tasks of teacher in-service education and other issues to help teachers to become responsible mentors for the sustainable development.
期刊最新文献
Online Adult Education for Sustainable Development: The Analysis of the Consequences of the Covid-19 Pandemic in Latvia Editorial: Does Sustainability Languish in Education? Social Ecology and Environmental Diversity in Teacher Education Tracing the Sustainability Components in the Indian Tourism Curricula: An Exploratory Study Developing an Environmental Impact Assessment Methodology for Disc Golf Courses
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