Environmental education – an attempt at a systemic identification of the problem

Keywords: critical curriculum, constructivism, system theories, ecological approach, contextual perception of reality

Abstract

Discussion on the contemporary epistemological field in relation to environmental interdependence, contextual understanding and the position of the human being in these concepts.
The article attempts to introduce major contemporary environmentally oriented philosophical and pedagogical achievements; shortly reviews problems (experienced within these areas) that include cognitive incompatibility between modern science and the essentially contextual character of the environment. Current practical solutions involve combination of different discourses (and application of language game theories); they do no attempt to intervene in the ontological character of modern knowledge. Critical curricula based on deconstruction of dominant social frames are frequently emphasised as a way out of this situation; on the other hand, transformation of the epistemological field is also demanded. Despite evident (and perhaps necessary) uncertainties, a specific “added value” appearing as an environmental interdependence should be introduced into educational contents, goals and methods related to the environment.

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Published
12. 12. 2006
How to Cite
Dlouhá, J. (2006). Environmental education – an attempt at a systemic identification of the problem. Envigogika, 1(1). https://doi.org/10.14712/18023061.7
Section
Reviewed Papers