Identification as Incentive to Care: Pre-service Teachers’ Orientation Towards Inclusion in Nature

Gedžūne, Inga

doi:10.1515/dcse-2015-0008

Cited by 6 publications

(4 citation statements)

References 34 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…-Cultivating self-awareness and self-discipline on all levels, horizontal (reality) and vertical (universal, cosmic); -Acknowledging patriarchic crisis and finding optimal ways to overcome it. This list well contributes to the sustainability competence described by Arjen Wals (2010, 2015, where sustainability competence is discussed as an integrative switch between five different mind-sets: trans-cultural, trans-spatial, trans-disciplinary, transtemporal and trans-human mind-sets. In short, this means the ability to see and understand the world from the perspective of different cultures, times and disciplines, understanding the connection between different eras and generations as well as enables to see the world from the position of other species.…”

Section: Supporting the Development Of Teacher Ecological Self In Tementioning

confidence: 80%

Modelling a Learning Journey towards Teacher Ecological Self

Raus

2016

Journal of Teacher Education for Sustainability

View full text Add to dashboard Cite

The article discusses the notion of the ecological self as a key concept for teacher identity construction during teacher education in the context of sustainable development (SD). Substantial amount of literature supports the understanding that the solution to the global sustainability crisis lies in the field of education where teacher identity, teacher self, plays a significant role. The paper gives the argumentation for the concept of ecological self and focuses on the question how to support the development of the ecological self during teacher education (TE). Esbjörn-Hargens & Zimmerman’s model of eco-selves and Saks’ model of intention are presented that could be used for that purpose. Some methods for supporting the development of an ecological self of a future teacher are also shared, for investigation and practical implementation in TE. The limitations of the present approach are obvious first and foremost due to the understanding that we are currently facing transformation in governing paradigms, change in dominating worldviews that penetrate any quest for ‘truth’, also in the field of science.

show abstract

Section: Supporting the Development Of Teacher Ecological Self In Tementioning

confidence: 80%

Modelling a Learning Journey towards Teacher Ecological Self

Raus

2016

Journal of Teacher Education for Sustainability

View full text Add to dashboard Cite

show abstract

“…These studies often referred to relational aspects, associated with particular ways of being. For example, Gedž ūne [135] built her study on the concept of care and identification with nature, and Haigh [39] sought to establish a connection through tree planting. Another group of studies centered on social aspects of community and opportunities to cross institutional boundaries [38,53,136].…”

Section: Sustainability: Other Outcomesmentioning

confidence: 99%

Higher Education for Sustainability: A Critical Review of the Empirical Evidence 2013–2020

Probst

2022

Sustainability

View full text Add to dashboard Cite

Higher education for sustainable development (HESD) has grown into a substantial field of research and practice. HESD proposes that higher education will be central in a transition towards more sustainable socio-ecological systems. However, the debates on what should be learned in HESD and how this should be learned have remained conceptually controversial and empirically inconclusive. This review examined the evidence that specific pedagogies and content lead to specific “sustainability outcomes” among graduates. Three hundred and fifty-seven studies published between 2013 and 2020 were analyzed. The reviewed research was case-driven and often undertheorized regarding learning processes and outcomes. Despite its volume, the literature did not provide coherent insights into what should be learned and how. If the project of HESD is to be pursued further, more courage will be needed in creating novel forms of higher education, while more purpose and conceptual precision will be required in future research.

show abstract

“…Extended Personal Knowledge on Sustainability Phenomenon Influenced by the Research of Ged˛˚ne I. (2014) The researcher in the 1PP study identified a more holistic adaptive evolutionary recognition of the wisdom of life in oneís experience, the impact of inclusive relationships on the reduction of anthropocentrism, adaptive inclusion, where the evolution of consciousness and the quality of education were inextricably linked (see Figure 3).…”

Section: Figurementioning

confidence: 99%

More Personal Knowledge for More Sustainable Higher Education

Salīte

Fjodorova

Butlere

et al. 2021

Journal of Teacher Education for Sustainability

View full text Add to dashboard Cite

The article aims at considering the characteristics of the Anthropocene era from a broader perspective and emhasizing the possibilities of pedagogy to reduce the current unsustain-ability of higher education. The relationships between human and nature are affected by the wicked problems. In particular, they are influenced by intermingling of anthropocentrism, egocentrism and egoism, which affect these relationships by causing changes in the human being, i.e., changes in sensitivity and sensibility occur that are naturally necessary for human adaptation to the environment. For the case study, we have used the processes taking place at the phenomenon level, which are known as the first-person perspective (1PP) characterized by an active and dynamic connection with the environment. It should be noted that 1PP cannot be observed from a distance, as there are a number of interrelated processes that begin with the effects of the environment, the formation of the “self” and the formation of the self-image. It follows that complex consciousness in the 1PP is implemented within an egocentric reference system, where experience is structured according to the image of the human body. The article will present the findings of 1PP study obtained by performing two tasks: (1) development of a personally significant view of a 1PP researcher on the phenomenon of sustainability from an egocentric perspective and (2) involvement of the 1PP researcher in adaptive learning suitable for pandemic conditions. We would like to stress that the case study has been developed as our reaction to the intensification of unsustainable development in the relationship between nature and human, which has been initiated and maintained by the tangle of Anthropocene problems. From the pedagogical perspective, we looked for an opportunity to use the basis of the natural origin of human and nature relations to maintain more integrated activities and more personal knowledge, so that the development of more sustainable higher education could be promoted by means of personal experience. Through the pedagogical lenses of phenomenology, we identified the need to reduce the impact of the Anthropocene tangle through the use of more natural methods. We also recognized the need to use the 1PP and adaptive learning opportunities more carefully. In this way, pedagogy can gain new experiences for a more holistic understanding of individual experience and enhance the use of the unique abilities of adaptive learning to prototype more personal knowledge in order to build more sustainable higher education.

show abstract

Identification as Incentive to Care: Pre-service Teachers’ Orientation Towards Inclusion in Nature

Cited by 6 publications

References 34 publications

Modelling a Learning Journey towards Teacher Ecological Self

Modelling a Learning Journey towards Teacher Ecological Self

Higher Education for Sustainability: A Critical Review of the Empirical Evidence 2013–2020

More Personal Knowledge for More Sustainable Higher Education

Contact Info

Product

Resources

About