Education for Sustainable Development in time of crises : possibilities for learning concerning an unknown future
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Notice bibliographique
Résumé
A new pedagogy that can manage an unknown future is needed in time of crises. Especially the western world needs a change in attitudes, behaviors, and lifestyles. The world has changed, with destructive consequences for many, will continue to change and will not return to the situation 'normal'. That is, it will not return to “normal” global temperatures or species abundance and fluctuations experienced by earlier generations of humans. The epoch has been labeled 'The Anthropocene'. With the pandemic, also our daily social life has changed and have an impact on us as human beings and our relation to nature. The planet is facing problems that are of such a kind that they cannot be looked upon as only technical problems. The pedagogy of today partly confirms and gives support to a kind of status quo in society - or business as usual. This paper aims to illuminate and discuss how a pedagogical model for education and teaching could be formulated that manages the challenges for education and pedagogy concerning an unknown future. For our discussion, keeping the Anthropocene in mind, we present the main ideas of Wild pedagogies [WP]. WP began as a graduate course at Lakehead University (Canada) and was later developed through an international network. WP tries to rethink education and re-examine relationships with places, landscapes, nature, more-than-human beings, and the wild. WP also tries to challenge recent trends towards increased control over pedagogy and education, and how this control is constraining and domesticating educators, teachers, and students. In WP six ‘Touchstones’ are intended to be reminders of what educators could do in teaching. We have used an abductive approach for the analysis and content analysis as method. We used constructive critical didactics as a theoretical framework. This gave possibilities to illuminate what perspectives and strategies educators and teachers can be aware of and how that could have an impact on theories, practices, and approaches in education. Our results show that educators can problematize the dominant versions of education that are enacted in powerful ways and turn to a practice that challenges a human-centered view and unecological status quo. Given the dominant current human relationship with the earth cannot be sustained we posit that any critique suggested must be paired with a vision - and corresponding educational tools. We discuss this through possible didactical concepts. A conclusion is how it allows for the possibility to enact a new relationship through education that also has an inexorable impact on how to understand learning and teaching.
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Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,000 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,000 | 0,000 |
| Communication savante | 0,000 | 0,001 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découle