Space-timeScapes as ecopedagogy     

Ria Ann Dunkley 《The Journal of environmental education》2018,49(2):117-129

ABSTRACT

This emergent field of ecopedagogy gives little conceptual, methodological, and empirical consideration to the significance of spatial and temporal elements of environmental learning. This article focuses on both spatial and temporal components of three ecopedagogic instances, examining experiences from participant's perspective. Specific (eco)pedagogic dimensions of each learning experience are compared and contrasted, and synthesized into an emergent concept/practice of ecopedagogy at a range of spatial scales and across life courses. The article concludes that regardless of the specific spatial context, space-time aware learning experiences offer tactile, embodied encounters with different natural settings. Such sensuous and affective dimensions of experience of scapes emerge as crucial to encouraging nature-culture interrelativity for participants. Space-time-based and alert encounters thus materialize as central to the development of ecopedagogy.  相似文献   

文化利用与“国民意识”的文化重构——对周作人的古希腊文学研究的再探讨     

杜心源 《华东师范大学学报(哲学社会科学版)》2007,39(2):99-105

周作人的古希腊文学研究不是一种静观的学术工作,而是他对中国现代思想进行反思批判的成果.他对希腊文学尤其是对其中神话和拟曲的译介实质上是对现代中国的国民意识建构的灵活参与,以阐释希腊为文化策略,周作人一方面从国族社会的压抑中解放出"人"的自然天性,另一方面希求激活中国民间传统的伦理性,使之成为现代民族主义的文化资源和表意工具.这一传统通过他的想象加以转化和重构,超越了狭隘的地方性范畴,具有了"世界主义"的合法地位.  相似文献