Environmental Education as a Lived‐Body Practice? A Contemplative Pedagogy Perspective          下载免费PDF全文

JANI PULKKI  BO DAHLIN  VELI‐MATTI VÄRRI 《Journal of Philosophy of Education》2017,51(1):214-229

Environmental education usually appeals to the students’ knowledge and rational understanding. Even though this is needed, there is a neglected aspect of learning ecologically fruitful action; that of the lived‐body. This paper introduces the lived‐body as an important site for learning ecological action. An argument is made for the need of a biophilia revolution, in which refined experience of the body and enhanced capabilities for sensing are seen as important ways of complementing the more common, knowledge‐based environmental education. Alienation from the physical environment is seen as one key element in producing environmental devastation. Consequently, human alienation from nature is seen as closely related to alienation from one's body. It is claimed that through overcoming the (Cartesian) dualist alienation of human consciousness from its lived body, we can decrease the alienation of human beings from their environment. Methods of contemplative pedagogy are introduced for addressing alienation. By getting in touch with the tangible lived‐body in yoga or mindfulness meditation we reconnect to the material world of nature. Contemplative pedagogy cultivates the body and its senses for learning intrinsic valuation and caring for the environment. Lived‐body experience is challenging to conceptualise; we use Maurice Merleau‐Ponty's concept of the flesh in our attempt to do so. Finally, this paper suggests some contemplative practices of the lived‐body for environmental education. Experiencing the flesh of oneself and the world as one and the same is an environmentally conducive experience that gives value and meaning to the flourishing of all life, human and non‐human.  相似文献   

SOCIETAL STANDARDS     

NANCY W. BURTON 《Journal of Educational Measurement》1978,15(4):263-271

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Cognitive performance of dysphasic students     

J. P. Das  Seija M. Äystö 《European Journal of Psychology of Education - EJPE》1994,9(1):27-39

The cognitive abilities of a group of dysphasic children in a special school in Finland were examined in this study to answer the following questions: Can we categorize their cognitive processing as planning, arousal-attention, simultaneous and successive processing (PASS)? The second question was concerned with detecting subgroups within the dysphasic sample in terms of PASS processes. The subjects were 60 dysphasic children in a special school. Their ages ranged from 7 to 19 years. All subjects were administered tests of planning, arousal-attention as well as simultaneous and successive processing. They were also administered the Wechsler test of intelligence for children and adults according to their ages, two sub-scales of Wechsler memory scale, as well as three ad hoc tests, cancellation task, KS persons and Rey Osterrieth copy task. The results of the factor analysis generally confirmed the emergence of the four PASS factors. As a results of cluster analysis, two subtypes of dysphasics emerged categorized as clearly high and low in the successive factor as well as relatively high and low on the simultaneous factor scores. The low-simultaneous/low-successive group was significantly lower in WISC verbal IQ the Wechsler memory scale for logical memory, and the ad hoc test of KS persons. The results were discussed, in terms of the importance of understanding the language problems typically associated with the two subtypes as well as the remedial program which will take into account their cognitive differences in spite of the fact that both groups had significant language impairment.  相似文献   

The Department of Education Battle, 1918–1932: Public Schools, Catholic Schools, and the Social Order by Douglas J. Slawson     

NANCY TAYLOR  JOHN THELIN 《History of education quarterly》2008,48(2):337-339

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UTILITIES AND THE ISSUE OF FAIRNESS IN A DECISION THEORETIC MODEL FOR SELECTION     

RICHARD L. SAWYER  NANCY S. COLE  JAMES W. L. COLE 《Journal of Educational Measurement》1976,13(1):59-76

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A COMPARISON OF PROCEDURES TO ASSESS WRITTEN LANGUAGE SKILLS AT GRADES 4, 7, AND 10     

PAMELA A. MOSS  NANCY S. COLE  CHOOSAK KHAMPALIKIT 《Journal of Educational Measurement》1982,19(1):37-47

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Case Conceptualization: Applying Theory to Individuals     

NANCY L. MURDOCK 《Counselor Education & Supervision》1991,30(4):355-365

A model of case conceptualization is presented that can be used with any theoretical approach to counseling. Issues surrounding the use of this model are discussed.  相似文献   

TOWARDS EQUALIZING EDUCATIONAL AND EMPLOYMENT OPPORTUNITY     

MELVIN R. NOVICK  NANCY S. PETERSEN 《Journal of Educational Measurement》1976,13(1):77-88

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How Should Quality Management be Taught?     

SVERKER ALÄNGE 《European Journal of Engineering Education》1991,16(2):153-157

The teaching of quality management at Chalmers University is described in detail and there is discussion of some important issues to be considered. Possible developments in quality management education for engineers are discussed.  相似文献   

THE DESIGN AND DEVELOPMENT OF A COURSE OF INFORMATION RETRIEVAL FOR ENGINEERING     

NANCY FJÄLLBRANT 《European Journal of Engineering Education》1977,2(1):213-222

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