Environmental Education Research #eerjournal’s Post

Report on the symposium “speculative realism in environmental education and the philosophy of education” | Open Access Stefan Bengtsson, Jonas Andreasen Lysgaard, Daniel Kardyb, Jan Varpanen, Antti Saari, Hanna Hofverberg & Graham Harman Pages: 1-11 | DOI: 10.1080/13504622.2024.2348701 Abstract “Speculative Realism in Environmental Education and the Philosophy of Education” was a joint research symposium for the networks on Environmental and Sustainability Education (NW 30) and Philosophy of Education (NW 13), held at the European Conference of Education Research (ECER), 25 August, 2023, in Glasgow, Scotland. The symposium aimed to open up discussion on renewed interest in realisms in the field of philosophy, and what that might mean for education research and the field of environmental education research in particular. As backdrop, environmental education harbours strong democratic traditions as well as recognitions of relationships to a world that is composed by more than human positions and desires. The symposium then forms part of an ongoing discussion of how these positions are understood and intermingle in a rapidly changing world. The expectation of the event was to broaden discussion about the voices present in environmental education, human and otherwise, and sharpen engagement with established traditions within the field. In brief, three paper presentations and discussion by Graham Harman probed questions of: (a) the lightness and darkness of the objects of education, (b) who visibly desires which object in/as education, and (c) the risks of literalisms and correlationalisms in, for example, what is alluring to, and pursued by, educators. In other words, what we care about in and as environmental and sustainability education, what is perceived/treated as peculiar, and what is treated as normal and perverse to the realities of education in the Anthropocene, all matter to the work of speculative realism. #realism #philosophy #speculativerealism #environmentaleducation #SDG4 #qualityeducation https://lnkd.in/gunbrPzj

Exploring the environmental value action gap in education research: a semi-systematic literature review | Open Access Rosamund Portus, Essi Aarnio-Linnanvuori, Bronagh Dillon, Frances Fahy, Deepak Gopinath, Anette Mansikka-Aho, Sara-Jayne Williams, Kathy Reilly & Lindsey McEwen Pages: 833-863 | DOI: 10.1080/13504622.2024.2314060 Abstract Despite rising levels of interest in global environmental challenges, progress towards the widespread adoption of pro-environmental behaviours remains slow and inconsistent. Previous literature identifies the importance of education for working to address this inconsistency between the environmental values people hold and their behaviours, commonly described as the value-action gap. To examine current knowledge in this area we conducted a semi-systematic review of published literature which explicitly brings together value-action gap thinking and environmental education research. Our findings reveal that major areas of focus across this literature are either on the role of specific pedagogical approaches or broader policy and institutional structure. Based on our analysis of the literature, we suggest five priorities for future research. This includes research which contextualises educational visions within existing curricula, research which examines intergenerational learning, research which considers possibilities for collective action, research which studies a greater diversity of global locations, and research which examines the whole school approach. #valueactiongap #environmentaleducation #pedagogy #policy #SDG4 #qualityeducation https://lnkd.in/gTZVQc8x

The foundations and applications of teaching environmental problems: paradigms, learning domains, worldviews, and how they interact | Open Access Thijs Loonstra, Valentina C. Tassone, Zoë Robaey & Perry den Brok Pages: 1-17 | DOI: 10.1080/13504622.2024.2405887 Abstract While environmental problems are urgent in modern society, they are especially difficult to tackle because of their normative and politically controversial nature. Universities may choose different theoretical paradigms for the teaching of environmental problems. However, limited theoretical and/or practical analysis has been undertaken of the theoretical and normative paradigms underlying education on environmental problems. How do we know if educational approaches sufficiently equip students to deal with environmental issues? This article provides a taxonomy for mapping both environmental paradigms and learning outcomes, allowing for a thematic content analysis of the programs of a Dutch university that focuses on environmental problems. The main findings are that, while the course guides are overall highly internally coherent, there are disciplinary silos where the different disciplines teach from different paradigmatic presuppositions. Furthermore, the programs are very cognitive-centered, leaving little room for affective, social, and behavioral learning outcomes, despite the importance of these in higher education. This cognitive bias is relevant for all paradigmatic outlooks, but especially for the more mechanistically oriented paradigms. While understandable from the substance of these paradigms, multimodality in pedagogy and learning outcomes is needed for a comprehensive education. #paradigms #environmentaleducation #philosophyofscience #learningdomains #SDG4 #qualityeducation https://lnkd.in/gdGbqwJy

This article !just out! describes paradigms and worldviews and why they matter for deciding what matters in (environmental) education, teaching and learning. Led by PhD candidate Thijs Loonstra, this article published in 'Environmental Education Research' introduces a paradigmatic taxonomy that can help us educators to reflect on the assumptions we hold about the world, the others and ourselves and that inevitably influence our educational practices, how teaching and learning processes are shaped and what is learned. It also presents a case in which the application of the taxonomy unveils the underlying assumptions of dominating and of neglected educational, teaching and learning practices. Thijs Loonstra, Valentina C. Tassone, Zoë Robaey, & Perry den Brok (2024). The foundations and applications of teaching environmental problems: paradigms, learning domains, worldviews, and how they interact. Environmental Education Research, 1–17. https://lnkd.in/eUZ75Ztg

Positioning controversy in environmental and sustainability education | Open Access Stefan Bengtsson, Petra Hansson, Michael Håkansson & Leif Östman Pages: 1-27 | DOI: 10.1080/13504622.2024.2347868 Abstract This study delves into the intricate dynamics of controversial issues in environmental education, challenging conventional notions. It explores the relationship between “controversy” and the field of environmental education, elucidating its multifaceted dimensions in and ambitions of teaching practice. In dialogue with previous research and based on our empirical study, we contend that controversy’s existence transcends the mere content of education and extends to its perceived fundamental core and normative underpinnings. We argue that controversy, including controversial sustainability issues (CSIs), is not confined to educational content alone but encompasses the purposes of education. We propose that controversy in educational encounters cannot be neatly categorized as a fixed, predictable social product and is not solely dependent on student interaction. This challenges earlier research positions that linked controversy to the presence of debate or dissensus in a subject area. Our study challenges the traditional understanding of controversy, highlighting its partial spontaneity and unpredictability in teaching. This contrasts previous positions that emphasized the epistemic dimension of controversy. Instead, our findings suggest that controversy plays an active role in the process of self-formation or subjectification in relation to any content. #controversialissues #controversy #teaching #sustainabilityissues #SDG4 #qualityeducation https://lnkd.in/ejy2K8iZ

Excited to share my latest article, published in the Open Journal of Social Sciences, exploring how teacher training programs integrate environmental education and SDGs. The study highlights the need for practical approaches to foster ecological literacy, critical thinking, and sustainable practices among future educators. Research Title: Exploring Environmental Education Content and Pedagogical Skills for Trainee Teachers: A Study on Ecological Literacy, Environmental Issues, and Practical Teaching Approaches Read more about how we can strengthen environmental education for a sustainable future! DOI: 10.4236/jss.2025.131009 https://lnkd.in/gB-ccc32 https://lnkd.in/gpRZbFV7

Positioning controversy in environmental and sustainability education | Open Access Stefan Bengtsson, Petra Hansson, Michael Håkansson & Leif Östman Pages: 1405-1431 | DOI: 10.1080/13504622.2024.2347868 Abstract This study delves into the intricate dynamics of controversial issues in environmental education, challenging conventional notions. It explores the relationship between “controversy” and the field of environmental education, elucidating its multifaceted dimensions in and ambitions of teaching practice. In dialogue with previous research and based on our empirical study, we contend that controversy’s existence transcends the mere content of education and extends to its perceived fundamental core and normative underpinnings. We argue that controversy, including controversial sustainability issues (CSIs), is not confined to educational content alone but encompasses the purposes of education. We propose that controversy in educational encounters cannot be neatly categorized as a fixed, predictable social product and is not solely dependent on student interaction. This challenges earlier research positions that linked controversy to the presence of debate or dissensus in a subject area. Our study challenges the traditional understanding of controversy, highlighting its partial spontaneity and unpredictability in teaching. This contrasts previous positions that emphasized the epistemic dimension of controversy. Instead, our findings suggest that controversy plays an active role in the process of self-formation or subjectification in relation to any content. #controversialissues #controversy #teaching #sustainabilityissues #SDG4 #qualityeducation https://lnkd.in/ejy2K8iZ

In this book chapter, Finita Roy of Jindal Institute of Behavioural Sciences (JIBS) explores the transformative power of special education in fostering environmental awareness and sustainable practices. #research #academics #sustainability #education

🌍 Empowering the future: Education for sustainable development 🌱 We are delighted to share that Xavier Paroutaud, Pedagogical Director of the Federation for European Education, participated as an Expert in the Education for Sustainable Development Expert Group Meeting (ESD-RFCDC) held in June in Strasbourg. This event brought together policy makers, educators, NGOs, researchers, academics, experts and students for an engaging and insightful discussion on Education for Sustainable Development (ESD). 📅 Summary of the thematic session: Introduction: Presentation of the Conseil de l'Europe environmental framework and recent decisions of the European Court of Human Rights concerning environmental human rights. First panel: Discussion on integrating environmental education through history teaching, with varied perspectives on intergovernmental collaboration, research and digital preservation in museums. Data presentation: Recent IEA studies on young people's knowledge of and engagement with global and environmental issues. Final panel: Presentation of innovative ESD practices, including testimonies from teachers and students on initiatives such as ‘Let's take care of the planet’ and ‘School as a state’. ✨ Impact and future: These discussions and exchanges marked a significant step forward in promoting education for sustainable development, reinforcing our commitment to preparing future generations to meet environmental challenges. https://lnkd.in/dQvYAa7f

A groundbreaking new study has revealed that young children are increasingly concerned about water quality and other environmental worries.🌊 The study highlighted the impact that educators have on children’s environmental perceptions, they can either empower children or leave them feeling overwhelmed. This demonstrates the importance of educators creating a collective sense of ‘we’, a shared responsibility and agency, instead of enforcing rigid sustainability ‘rules’. Led by Professor E Jayne White and Dr Ngaroma Williams, the new study integrated mātauranga Māori, emphasising the significance of cultural context in environmental education. Let’s celebrate this international research as an important step forward for education and sustainability 👏 Western Norway University of Applied Sciences #UCNZ #EnvironmentalEducation #Sustainability