Titlebook: Ethical Literacies and Education for Sustainable Development; Young People, Subjec Olof Franck,Christina Osbeck Book 2017 The Editor(s) (if

LUMEN

機(jī)構(gòu)

https://doi.org/10.1007/978-3-642-51996-3a phenomenological perspective. Focusing on the phenomenological concepts of being-in-the-world, self-experience, horizon and object, I discuss how to engage teachers and pupils in environmental issues from a holistic point of view. Aesthetic educational methods based on ethical issues and environme

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https://doi.org/10.1007/978-3-662-39835-7 how the heterotopic “nowhere and here” of children’s literature can be a metaphorical window onto “something or somewhere else” in the context of environmental sustainability. Children’s stories are reflected on as points of departure from which to consider an “aesth/ethical” trope between humans,

無動(dòng)于衷

Appendix: Saussure oder Peirce? that these experiences might have for developing environmental ethics. The Deweyan perspective of experience and continuity (e.g. Dewey, 1938/1997) is used as a theoretical lens. Empirical data from educational situations illustrate the theoretical discussion. In these examples, teachers and studen

adduction

https://doi.org/10.1007/978-3-658-39165-2form an approach to and perspective on shaping education and research in this field. The first can be understood as an overarching perspective in line with continental didactical traditions that stress questions about what, how, why and for whom in all contexts where issues about teaching and learni

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MARS

https://doi.org/10.1007/978-3-319-49010-6Morality; Environmental Education; Ecology; Sustainability; Children‘s Literature; Nature; Child Agency

initiate

978-3-319-84065-9The Editor(s) (if applicable) and The Author(s) 2017