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This article focuses on environmental and sustainability education (ESE) in the context of the topical post-truth debate. It aims to progress theoretical research as well as empirical investigations on how ESE practices can avoid the pitfalls involved in an objectivist as well as a relativist approach to teaching and learning. After elaborating the problems implied in both these approaches, the article explores concepts developed in science and technology studies (STS) that have the potential to inspire ESE research and practice to move beyond this problematic dichotomy: Latour’s ‘matters of concern’ and ‘compositionism’ and Jasanoff’s ‘co-production’ and ‘socio-technical imaginaries’. Drawing on pragmatist educational theory the author develops a conceptual framework that serves as a theoretical model for investigations of how ESE subject matter and teaching methods can be introduced, handled and experienced in a way that moves beyond the dualism of objectivism versus relativism. Building on the work of scholars who have connected Dewey’s pragmatic, transactional perspective to the domain of didactical research, it is shown how this theoretical model can be operationalised for empirical studies with the help of well-chosen analytical methods. The article is concluded with some reflections on the limitations and potential of the presented framework.  相似文献   
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Abstract

A key aspect of teaching ‘development’ is understanding the conundrums and tensions between balance and imbalance with constructs of global (all humans, all societies, all populations) and planetary (all of Earth, including humans) spheres. This article deconstructs some key tenets of populist post-truth frameworks (termed as post-truthism in this article) as affecting how development and sustainability is taught within ecopedagogies and argues for structural grounding of ecopedagogical literacy within pedagogies as increasingly imperative. Rooted in critical theories and popular education movements in Latin America, through reinvention of Freirean Pedagogy, the literacy’s root word ecopedagogy is transformative teaching in which educators dialectically problem-pose the politics of socio-environmental connections through local, global, and planetary lenses. Without deepened and widened readings of development and sustainability viewed within both global and planetary spheres, in conjunction with development’s effects upon local societies and ecological systems, developmental actions are unsustainable and defies the definition of development. Discussed will be the ecopedagogical tenets, including emergent ecopedagogical literacies, of critical socio-historical analysis, local and diverse epistemologies, deconstruction of pedagogies on the environment, and problem-posing one’s and others’ livelihood to counter post-truthism.  相似文献   
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ABSTRACT

Research-based learning in taught courses develops the skills needed to judge knowledge sources and think critically in a post-truth world. In viewing research skills as threshold concepts, the paper argues that transforming a student cannot be a one-off event. Research capacity must build over a programme and this requires coherent research skill development and assessment that is progressive (ipsative). A study of five programmes each with a different design of research ‘throughline’ showed that such integrated research-based learning generates three challenges. Firstly, conceptualising the research skills and progression is not easy. Secondly, the accumulation and enrichment of research skills is not readily visible to students. Finally, providing a clear support system across the programme is not straightforward. The paper concludes that these challenges need to be addressed if the potential of research-based education to enable future citizens to interrogate populist claims and reject misinformation is to be realised.  相似文献   
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后真相舆情现象在教育领域具有明显表现。当初被定义为操弄舆论的后真相现象已逐渐转变化为“诉诸情感和个人信仰,相较客观陈述事实更能影响舆论形成的情况”。本文系统分析了后真相时代情感为先、真相滞后,态度为先、认知为后,成见为先、客观在后的特征;探讨了后真相时代的教育舆情既有人性、社会的原因,更有网络化、大数据和媒体个体化的科技发展的原因;提出了以提高决策科学性和亲和力为重点的政府治理、以提高主流媒体话语能力为重点的社会治理、以提高个人认知判断力为重点的个人治理的理念、原则和方法。  相似文献   
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In this paper, Sarah Stitzlein considers the consequences of honesty on our democracy, especially for citizens' ability to engage in civic inquiry together as they face shared problems. Honesty is a key component of a well-functioning democracy; it develops trust and fosters the sorts of relationships among citizens that enable civic dialogue and reasoning. Post-truth attitudes and truth decay pose serious obstacles to good civic reasoning as citizens struggle to draw clear distinctions between fact and opinion, weigh personal beliefs and emotions over facts, and increasingly distrust traditionally respected sources of information. Stitzlein employs a Deweyan pragmatist account of truth and a distinctly social account of democracy to build a case for foregrounding honesty in the development of citizens. She describes how schools can employ communities of inquiry to cultivate habits of honesty within citizenship education. She explains how a better democracy — one grounded in a wider understanding of social life and relationships — might head off the temptation to be dishonest for self-serving reasons, focusing on how dishonesty jeopardizes our relationships to each other as citizens and our ability to engage in civic reasoning together to fulfill shared goals.  相似文献   
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