Eco-pedagogy on Senior High School: A Proposal for Ecological Issues in Teaching Sociology

Abstract

In the industrial revolution 4.0, global media is powerful agent that can be used to develop an ideology that ecological devastation is necessary-hiding interconnections between environmental and socio-cultural problems. This article proposed ecopedagogy is alternative educational approach that requires analysis of critical media, to determine ecological and social injustices that could be reversed to solve problems, as well as to promote democracy, more effective social movements, and assist in the political struggles of all people. Using the public sociology lens, this article explored how ecological issues constructed as public issue through eco-pedagogy within the processes of teaching and learning in high school sociology. This qualitative research supported by the content analysis technique. The sample includes the handbook of education for sustainable development in Indonesia, the Ministerial Regulation about implementation of the green-school or 'Adiwiyata' school, the development guidelines of environmental education content, and four documents curriculum of the high school sociology. This research found that the eco-pedagogues and their students must dialectically view socio-environmental devastation from the local and the global to understand complex socio-environmental oppressor/oppressed relationships. Among the most important findings is needed a model of teaching sociology that rooted on ecopedagogy for developing students' ecological intelligent.

Indonesian sociography: analysis of themes and the implications for strengthening high school sociology learning in Indonesia

“…The integration of local wisdom into high school sociology teaching materials was also recommended to promote contextual learning. For example, the knowledge of various local community wisdoms was related to the ecological issues strengthened by a project-based learning model to train sociology understanding and social awareness of students (Pratiwi, 2019;Dwiningrum, Pratiwi and Sumunar, 2022). This was in line with the demands of the 2013 curriculum focusing on the practical knowledge of Sociology than being a mere understanding.…”

Implementation of Environmental Ethics in Ecopedagogy-Based Geography Learning by Teachers on Environmental Sustainability

“…Environmental ethics represent all components of sustainable life. Because humans are one of the essential components of the environment, human behavior in their interactions with the environment, as evidenced by their activities in processing and utilizing environmental resources, must pay attention to the environment [16,17]. Environmental ethics pays attention to sustainable development, a principle, whereas living beings have a sense of responsibility for environmental sustainability [18].…”