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This book explores the ethical dimensions surrounding the
development of education for sustainable development within
schools, and examines these issues through the lens of ethical
literacy. The book argues that teaching children to engage with
nature is crucial if they are to develop a true understanding of
sustainability and climate issues, and claims that sustainability
education is much more successful when pupils are treated as moral
agents rather than being passive subjects of testing and
assessment. The collection brings together a range of fresh and
creative perspectives on how issues around ethical literacies can
be elaborated and expanded with regard to democratic sustainability
education. The use of childrens books in teaching about
sustainability is carefully explored, as are the ethical and
aesthetic dimensions of environmental education. Including an
afterword by Arjen Wals, Professor of Transformative Learning for
Socio-Ecological Sustainability, the book will be of great interest
to students and researchers in the field of sustainability
education.
This book explores the ethical dimensions surrounding the
development of education for sustainable development within
schools, and examines these issues through the lens of ethical
literacy. The book argues that teaching children to engage with
nature is crucial if they are to develop a true understanding of
sustainability and climate issues, and claims that sustainability
education is much more successful when pupils are treated as moral
agents rather than being passive subjects of testing and
assessment. The collection brings together a range of fresh and
creative perspectives on how issues around ethical literacies can
be elaborated and expanded with regard to democratic sustainability
education. The use of childrens books in teaching about
sustainability is carefully explored, as are the ethical and
aesthetic dimensions of environmental education. Including an
afterword by Arjen Wals, Professor of Transformative Learning for
Socio-Ecological Sustainability, the book will be of great interest
to students and researchers in the field of sustainability
education.
In Didactic Classroom Studies a group of researchers from the
University of Gothenburg who are working in the Scandinavian
didactics' tradition show how pupil perspectives, teacher
priorities, content and context interrelate, and have different
didactical consequences for teaching and learning. Using practical
examples the authors examine the nature of classroom work at
various levels of education and in the full range of subject areas,
including mathematics, science, languages, social science, and home
economics. The editors then single out the importance of classroom
studies as a potential research direction in didactic studies.
Finally, the essays are placed in an international and historical
context by Professor Kirsti Klette, University of Oslo. The authors
of this volume - all active at the Department of Pedagogical,
Curricular and Professional Studies - set out to show the strong
contribution made by classroom studies to didactic research. At the
same time, their empirical studies contribute concretely to the
further development of didactic classroom studies as a research
area.
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Loot
Nadine Gordimer
Paperback
(2)
R398
R330
Discovery Miles 3 300
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