Education for Wonder

Washington, Haydn

doi:10.3390/educsci8030125

Cited by 32 publications

(23 citation statements)

References 36 publications

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“…In its very definition [24], HNC describes a relationship with nature that encompasses many attributes already identified elsewhere in the academic literature. For example, the ability to be comfortable and curious about nature [49], the capacity to experiences awe and wonder [50], ecological literacy [51] and a connection with natural landscapes [52]. These attributes are aggregated in three distinguished and consecutive abilities: the ability to be in nature, with nature and for nature [24].…”

Section: Human-nature Relationships and Human-nature Connectionmentioning

confidence: 99%

Enabling Relationships with Nature in Cities

et al. 2020

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Limited exposure to direct nature experiences is a worrying sign of urbanization, particularly for children. Experiencing nature during childhood shapes aspects of a personal relationship with nature, crucial for sustainable decision-making processes in adulthood. Scholars often stress the need to ‘reconnect’ urban dwellers with nature; however, few elaborate on how this can be achieved. Here, we argue that nature reconnection requires urban ecosystems, with a capacity to enable environmental learning in the cognitive, affective and psychomotor domains, i.e., learning that occurs in the head, heart and hands of individuals. Drawing on environmental psychology, urban ecology, institutional analysis and urban planning, we present a theoretical framework for Human–Nature Connection (HNC), discuss the importance of nurturing HNC for children, elaborate on the role of property-rights and the importance of creating collective action arenas in cities for the promotion of urban resilience building. As values and environmental preconceptions underly environmental behavior, there are limits to achieving HNC in cities, as presumptive sentiments toward nature not always are positive. We end by discussing the role of new digital technologies in relation to HNC, and conclude by summarizing the major points brought forward herein, offering policy recommendations for HNC as a resilience strategy that can be adopted in cities throughout the world.

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Section: Human-nature Relationships and Human-nature Connectionmentioning

confidence: 99%

Enabling Relationships with Nature in Cities

et al. 2020

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“…Gray, & P.Curry (2016), B.Jickling (1994, H.Spork (1998), C.O.Jogwu (2010), R.Kahn (2010), P. Knudtson & D.Suzuki (1992), H. Kopnina (2012;2014;2016;2020), L.J. Kotze, & D.French (2018), D.LaChapelle (1991 2017), H. Washington (2018). They made it possible to significantly assess the current state of conceptual development of education for sustainable development.…”

Section: Literature Reviewmentioning

confidence: 99%

Philosophy and Practice of Education for Sustainable Development in Ukraine: On the Example of Secondary Education in the Dnipropetrovsk Region

Vysotska¹,

Rieznikov²,

Rohova

et al. 2021

EJSD

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The article reveals the features of introducing education for sustainable development in Ukraine, its theoretical basis and practical implementation on the example of Secondary Education in the Dnipropetrovsk region. The importance of forming an integrated developing educational environment based on the principles of education for sustainable development is proved. It determines the interdisciplinarity of the content of education for sustainable development, its high potential in creating a new type of educational environment. Methods and approaches of forming the values of sustainable development as important components of the development of life competencies of the individual are revealed.

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“…Discussions of spiritual knowledge embrace indigenous knowledges that involve different conceptions of time, relationships between human and more-than-human world (Berryman & Sauvé, 2016;Kopnina, 2020) and 'eco-spirituality' (Selby, 2009;Selby & Kagawa, 2010) (Selby, 2009) and "confront denial and address despair, pain, grief and loss" (Selby & Kagawa, 2010, p. 44), whilst also engaging with beauty and wonder (Selby, 2009;Washington, 2018) and fostering hope in students (Jie Li & Monroe, 2017;Kagawa, 2009;Muis et al, 2015;Ojala, 2012a). Such authors explain that doing so involves engaging with locally relevant everyday emotions and concerns and relatedly, with local participatory learning.…”

Section: A Requirement To Embody Multiple Types Of Knowledgementioning

confidence: 99%

Governmentalities of climate change education in England: Perspectives from history, policy and position-holders

Greer

2021

Environmental Education Research

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Recent civil action in England, and internationally, has called for more climate change education. Such calls for 'more' might well be met with the retort 'of what?', for as scholars have recognised, there is little consensus on what climate change education entails. Meanwhile, research gaps exist when it comes to understanding nation-level policy responses to climate change education.Responding to such gaps and appeals, this thesis presents an examination of the climate change education policy landscape in England and offers new insight into how the current situation has come to be, such that progress might be made.The research, which is theoretically framed by Foucault's concept of governmentalities and his analytical instruments of policy historiography and policy archaeology, sets out to examine the rules that govern climate change education in England. It submits a history of the present of climate change education in England, exploring political events and transformations since the emergence of environmental education in the 1960s; a period coinciding with a 'climate as catastrophe' discourse. ContentsAcknowledgements .

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Education for Wonder

Cited by 32 publications

References 36 publications

Enabling Relationships with Nature in Cities

Enabling Relationships with Nature in Cities

Philosophy and Practice of Education for Sustainable Development in Ukraine: On the Example of Secondary Education in the Dnipropetrovsk Region

Governmentalities of climate change education in England: Perspectives from history, policy and position-holders

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