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人地关系与环境伦理 总被引：10，自引：1，他引：10
郑度 《云南师范大学学报(哲学社会科学版)》2005,37(3):1-6
全世界面临着人口、资源、环境和发展等一系列问题和严峻挑战。我们要反恩人类社会发展的经验与教训，正确认识人地关系，协调处理好人与自然的关系。树立正确的环境伦理观念。这是贯彻实施全面、协调、可持续的科学发展观．建设和谐社会的重要前提。人类是地球自然界的一部分．应当以尊重自然及其内在价值为基础来规范人类的实践活动，构建新时代的文明发展模式。环境伦理与可持续发展观在形成和社会功能上有密切的联系。要实施可持续发展战略，必须十分重视环境伦理的研究、教育和实践。实现人与自然和谐的可持续发展是政府和社会公众的共同责任。环境伦理在区域可持续发展中涉及的应用领域很广，要重视地球系统科学知识的宣传普及，提高公民和决策者的环境意识与可持续发展的伦理观念。 相似文献
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人与自然关系的伦理审视及道德思考 总被引：2，自引：0，他引：2
人与自然关系伴随着人类社会的演进而经历了一个发展、深化的过程,如今,日益严重的环境问题和生态危机迫使人们开始重新审视人与自然的关系问题,也使得将伦理关怀扩展到自然界,对人与自然关系进行道德思考成为必要。所以人们应转变传统的思维方式,肯定自然的内在价值,确立和发展人与自然和谐共生的道德理念,加强生态、环境道德教育,注重道德实践,推行生态伦理,从而走向深层环保,实现人与自然的和谐与可持续发展。 相似文献
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How do young children portray and describe their relationships with nature? In what ways do young children’s relationships with nature vary by grade level? These two research questions guided this phenomenographic study, which investigated developmental differences in children’s relationships with nature. A total of 176 children, aged 6–11, from ten classrooms in grades 1–5 participated and were asked to ‘draw pictures of themselves outside doing something and write about their picture and their relationship with nature’. The draw and write methodology was employed within a constructivist framework. Drawings were analyzed using binary quantitative visual content analysis procedures and were further statistically investigated using SAS/STAT. Written narratives were analyzed with NVIVO 8 to further triangulate findings. Results indicated that at all grade levels, children demonstrated a positive relationship with nature. Variations were found between grade level groups with increasing or decreasing trends in the types of activities, settings, and people portrayed. Younger children included more family, friends, insects, and animals, while older children included more natural areas, chores, and hiking. The implications of considering the range of children’s relationships with nature for environmental education are explored. 相似文献
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Kathryn T. Stevenson M. Nils Peterson Sarah J. Carrier Renee L. Strnad Howard D. Bondell Terri Kirby-Hathaway 《The Journal of environmental education》2013,44(3):163-177
Significant life experience research suggests that the presence of role models, time outdoors, and nature-related media foster pro-environmental behavior, but most research is qualitative. Based on a random sample of middle school students in North Carolina, USA, we found limited positive associations between presence of a role model and time outdoors with behavior and a negative association between watching nature television and environmental knowledge. The strongest predictors of environmental knowledge and behavior were student/teacher ratio and county income levels, respectively. We also found that Native Americans engaged in environmental behaviors more than Caucasians, and that African American and Hispanic students had lower levels of environmental knowledge. Accordingly, life experiences appear less important than promoting small class sizes and addressing challenges associated with lower incomes in schools. 相似文献
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AbstractEnvironmental education (EE) typically occurs in natural settings, which research suggests may enhance learning outcomes. Although field trips are commonly used to teach EE, few studies have isolated the influence of different setting characteristics for enhancing participant outcomes during an EE field trip. According to the literature, certain attributes of the natural setting, including novelty, beauty, and naturalness, as well as how the setting is used such as through place-based education, immersion, and time spent inside vs. outside, are thought to positively impact people’s experiences with nature. In this study, we collected data from 334 EE field trip programs for 5-8th grade students to investigate the influence of these natural setting characteristics on positive learning outcomes. Results suggest that the naturalness and novelty of the setting, the use of place-based education, and spending more time outside vs. inside all positively correlated with more positive student outcomes. The implications of the results for environmental educators are discussed. 相似文献
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《Journal of moral education》2012,41(3):369-388
This study analysed mountain guides’ representations of environmental responsibility and explored the paradox that these professionals face: using nature as a source of income while trying to preserve it. The study was mainly guided by the philosophical literature on this topic and made use of the concepts of sustainable development and nature. This exploratory work therefore contributes to the new field of environmental social psychology. Semi-structured interviews were conducted and the qualitative analysis showed that mountain guides have a very sensitive and contemplative approach to moral aspects of our relationship with nature, which they try to transmit to their clients. They believe that this is a way to educate people about sustainable development, but this term emerged as quite vague for them, and they expressed the opinion that it might hide other concerns, such as to make translating it into moral conduct a difficult matter and to compromise their identity as moral actors. 相似文献
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环境危机时代人与自然关系的新思考 总被引：1，自引：0，他引：1
20世纪60年代以来发生的全球性环境危机,已严重影响人类的生存态势。人们不得不在人与自然和人与人的双重关系中寻求解决问题的途径。作者认为,从天地生相联系的角度来思考和调整人与自然环境的关系尤为重要。在考虑人与自然环境关系的同时,从社会制度层面来调整人与社会的关系,是解决环境问题的关键。 相似文献
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李卯 《湖南师范大学教育科学学报》2020,(1):83-90
《中庸》是一部蕴含丰富生命哲学思想的儒家古典著作。开宗明义的“天命之谓性,率性之谓道,修道之谓教”三句话从天、命、性、道、教之间的关系谈起,既从本体论的层面探讨了生命的起源与发展,也从实践观的角度阐明了生命如何实现的问题。其中,“率性之谓道”承接“天命之谓性”和“修道之谓教”,蕴含顺应自然天性、激发主观能动性、展现自由本性等生命哲学思想的同时,也体现了十分深刻的教育意蕴。 相似文献
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Bryan S.R. Grimwood Alexa Haberer Maria Legault 《Journal of Adventure Education & Outdoor Learning》2013,13(2):138-151
This paper explores and critically interprets the role wilderness travel may play in fostering environmental sustainability. The paper draws upon two qualitative studies that sought to understand human–nature relationships as experienced by different groups of wilderness travel leaders in Canada. According to leaders involved in the studies, wilderness experience enhances emotional connections to nature and encourages a desire to foster similar nature connections among others (i.e. the campers/clients of wilderness trips). However, our interpretations show that leaders’ perceptions of wilderness are varied and ambiguous, and that the priority given to ‘experience’ may help to re-inscribe dominant discourses in which nature and culture are dichotomized. The paper discusses these complexities and sheds light on the potential of wilderness experience to contribute to the individual and social transformations that environmental sustainability calls for. 相似文献
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Susan Clayton Sarah M. Bexell Ping Xu Ya Fei Tang Wen Jing Li Li Chen 《Environmental Education Research》2019,25(7):1105-1118
AbstractThis research investigated environmental literacy and nature experience among 1433 children and adults in Chengdu, China. Utilizing a standard measure of environmental literacy modified to be culture- and age-appropriate, we found almost universal agreement that nature should be protected. Although our results showed that older groups were less likely to enjoy experiences in nature compared to the younger ones, this was not reflected in a reduced appreciation for nature, which was high in all age groups. Within each category of student, age was associated with increased knowledge but decreased enjoyment of nature experiences and environmental concern. In contrast, among the adult residents, increasing age was associated with less objective knowledge but with more liking and concern about nature. Based on these results, we provide recommendations for environmental education that incorporates time in nature in order to foster environmental concern and behavior as well as knowledge. 相似文献
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Margrete Skar Line Camilla Wold Vegard Gundersen Liz O’Brien 《Journal of Adventure Education & Outdoor Learning》2016,16(3):239-255
Based on a nationwide Norwegian survey among 3160 parents of children aged 6–12 years, this article identifies and discusses barriers for children’s engagement with nearby nature. A set of social factors related to time pressure are evaluated as more significant barriers than environmental factors such as accessibility, safety and landscape quality. Children’s free play in nearby nature does not seem to be an alternative to a target-orientated and time-scheduled everyday life. Instead, parents give themselves, other adults and public institutions more responsibility to stimulate increased nature contact. Despite strong traditions in outdoor life and good accessibility to nearby nature, social and cultural trends seem to influence children’s engagement with nature in the same way in ‘Green Norway’ as it does in many other European countries. Implications of the findings are discussed in terms of policy and promotion according to nature management and adults’ roles. 相似文献
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A longitudinal study was conducted over four stages of three school years across the primary – secondary transition. The purpose was to understand the dynamic transition experience of pupils, investigate the effectiveness of preparation by schools to support transitions and understand pupils’ most important support networks. Using online questionnaires, data were collected from pupils at four time points, twice from secondary school professionals and their parents, and once from primary school professionals. Results highlight the ongoing and dynamic nature of transitions. What pupils were excited about were still seen to be good once they were in secondary school , and aspects that worried them declined over time. Some pupils experienced problems and adapted at different times, whereas for some, problems emerged later. It seems that those who anticipated problems when in primary school were more likely to experience problems; this has implications for the discourse around transitions and its impact on pupils’ anticipation of transition experience. Although transition planning and preparation by schools were important and varied, they were not always effective, not provided in a timely manner and did not tap into their naturally occurring support networks in the home and community. This study makes unique contributions in terms of highlighting the dynamic transitions process and change in pupils’ experience over time; various aspects of transitions that children are excited and concerned about and how these changed over time; professionals’ conceptualisations of transitions; pupils’ and parents’ views of the effectiveness of transition practices at various stages; and pupils’ real support networks. 相似文献
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Given concerns for a severely diminished childhood experience of nature, coupled with alarm for a rapidly diminishing global biodiversity, this article considers the potential for childhood nature experience to be an important part of biodiversity understanding. Findings from two studies are integrated and presented as windows into childhood nature experience to illuminate important aspects of sensory rich learning. In one study from Sweden, semi-structured interviews with adults were conducted and analyzed to explore an understanding of the sensory experience of childhood collecting in nature via participant memories. In the second study, direct observations of children’s play and exploration in an outdoor kindergarten in Norway were conducted and analyzed. Bringing these two studies together for shared analysis is useful for investigating biodiversity experience and understanding. Analysis supports the idea that the experience of biodiversity, actual childhood interaction with variation and diversity with living and nonliving items from nature allows children important learning opportunities, inclusive of biodiversity understanding. The results support practical implications for sensory rich environmental education and underscores the practical importance of childhood access to nature. 相似文献
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杜国明 《内蒙古师范大学学报(哲学社会科学版)》2004,33(5):110-112
人地关系泛指人类活动与地理环境的关系，人地关系理论是人文地理学与自然辩证法的交叉部分。近现代的人地关系理论归纳起来有两类，即决定论和非决定论，世界上的社会各界有识之士对人地关系进行了大量的探索和思考，终于提出了一种新的理论——可持续发展理论，该理论指出，人类必须科学地认识自然并按’照自然规律改造自然。 相似文献
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Liu Dongyan 《教育与考试》2008,(3)
教育的世界不仅仅是文化的世界,也与自然界息息相通。随着生态主义的兴起,人们不仅把自然当作人类的朋友,而且注重人类与自然的"灵性"沟通,开始承认自然对于人的发展的根本性价值。自然之于教育有着拓展智力、感悟自由、启示生命、认识自我的价值。教育活动要走向自然,确立自然之于教育的内在价值,在课程设计及具体教学过程中增强学生的自然体验,让学生在与自然生命的接触和对话中理解世界、感悟生命,在对自然的领会中达到本真人性的实现。 相似文献
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Greg R. Lankenau 《Environmental Education Research》2018,24(2):230-244
Environmental thinkers and educators have argued for the importance of celebrating our connectedness to nature, or the perception of being part of, rather than separate from, the natural world. Using pre-and post-test measurements of Nature Relatedness and supplemental interviews, this study addresses the question of whether a particular introductory college-level ecology course can increase learners’ connectedness to nature, both independently and in comparison to a similar course. The results show that the course significantly increased participants’ connectedness, particularly their identification with nature and nature-focused worldview. Other environmental courses studied demonstrated no such changes, suggesting that environmental education does not automatically lead to connectedness. However, if woven into the goals and approach of teaching, connectedness to nature can indeed be fostered in higher education. This is a promising result for educators and others working towards a sustainable future. 相似文献
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姜建华 《湖北广播电视大学学报》2000,17(3):36-39
中国隐士之于社会、自然与时间,都有一种独特的情感与生命体验。他们最终把自然看作是以灵的归宿和生存的价值为取向,并以此作为新的生命起点,重新审视和建构自我与社会、历史、自然之间的关系。我们透过隐士的心路历程和由社会而自然的生命跨越,可以看出,隐士由社会而归自然的过程,是其社会意识淡化、自然意识强化而时间意识深化的过程,纵观这一过程,可揭示出隐士与自然情结的心理之谜。 相似文献
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吴蔷 《佳木斯教育学院学报》2012,(9):14+16
马克思的自然观蕴含着非常丰富的生态伦理思想,对解决当代生态环境问题具有重要研究价值。人与自然的关系问题是生态伦理学的一项重要问题。马克思把人与自然的关系看作是一个较为复杂的统一对立的整体,同时也强调人类与自然之间相对的和谐关系的重要性,从而确立对当代生态环境伦理的价值取向。 相似文献
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周彰波 《安顺师范高等专科学校学报》2009,11(6):69-70
近代以来,工业文明创造出了大量的物质财富,但同时也消耗了大量的自然资源和能源,由此导致了土壤沙化、生物多样性面临威胁、森林锐减、草场退化、大气污染等严重的生态后果。人类中心主义引发的生态危机已经使我们心存恐惧和憔悴不安。在自然界,每一种,每一个生命都是平等的,人类只有建立一种维持生态平衡、协调、有序和良性循环的生态伦理、只有保持对自然深深的敬畏和关爱才能缓和人与自然的关系,才能实现人与自然之间的和谐。 相似文献