Levinas and Environmental Education

Hardy, Joy

doi:10.1080/0013185022000011853

Cited by 4 publications

(4 citation statements)

References 7 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…The Panel Report to DfEE/QCA for ESD in the schools sector (Panel for Education for Sustainable Development in the Schools Sector, 1998; hereafter 'Panel') indicates that the concept of uncertainty is to be understood in two different ways, as epistemological uncertainty and in terms of pluralism (Hardy, 2003). First, uncertainty is referred to in terms of the 'limits of knowledge' (Panel, 1998, p. 4) and of the fact that 'knowledge about the environment and our relation to it is growing, changing and uncertain' (p. 7).…”

Section: Policy Document Analysismentioning

confidence: 99%

Education for sustainable development and the secondary curriculum in English schools: rhetoric or reality?

Winter

2007

Cambridge Journal of Education

View full text Add to dashboard Cite

Can education for sustainable development (ESD) policies help to create a more sustainable society? In the article I argue that contemporary secondary school curriculum policies relating to ESD are rhetorical devices that will achieve little towards resolving global problems. I suggest that the conceptualization of SD is itself fundamentally flawed and inevitably restricts the scope of possible policy solutions. I analyse three ESD curriculum policy texts to reveal their concealments, silences and blocks to enquiry, demonstrating how their rhetorical forms make them readily assimilable into dominant economic discourse. I then introduce a recent UK Government Report explaining the failure in implementing ESD policies in the school curriculum and I expose how this analysis is a further demonstration of the problems in the prevailing policy perspective. In conclusion, I propose a new direction for progress in curriculum policy regarding sustainability.

show abstract

Section: Policy Document Analysismentioning

confidence: 99%

Education for sustainable development and the secondary curriculum in English schools: rhetoric or reality?

Winter

2007

Cambridge Journal of Education

View full text Add to dashboard Cite

show abstract

“…The thought of Levinas has recently begun to find an outlet in the educational literature. In most cases, however, commentators have concerned themselves with the theme of responsibility (Todd, 2001; Hardy, 2002). In some cases, moreover (e.g.…”

Section: Pedagogy and Educationmentioning

confidence: 99%

Higher Education, Pedagogy and the Customerisation of Teaching and Learning

Love

2008

Journal of Philosophy of Education

View full text Add to dashboard Cite

It is well documented that the application of business models to the higher education sector has precipitated a managerialistic approach to organisational structures (Preston, 2001). Less well documented is the impact of this business ideal on the student‐teacher encounter. It is argued that this age‐old relation is now being configured (conceptually and organisationally) in terms peculiar to the business sector: as a customer‐product relation. It is the applicability and suitability of such a configuration that specifically concerns this contribution. The paper maintains that the move to describe the student‐teacher relation in these terms is indeed inappropriately reductive, but not straightforwardly so. The problem arises in that we remain unsure of the contemporary purpose of education. We lack any firm educational ideals that, in themselves, cannot be encompassed by the business paradigm. Indeed, the pedagogical critique of education (broadly, that education is only of use in as much as it is of use to society) extends further than has yet been intimated and prevents one securing any educational ideal that does not immediately succumb to critique. This pedagogical logic is unassailable in any linear way but, when pressed, precipitates an aporetic moment that prevents it from assuming any totalising hold over education. We draw on the work of Emmanuel Levinas and Jacques Derrida to consider whether one might yet imagine an educational ‘quasi‐ideal’ that will enable practitioners and institutions to counter the effects of customerisation.

show abstract

“…Most contributions to this issue line up with ecocriticism, as both a form of analysis and critique of texts (e.g., Morgan), Brazilian Journal of Environmental Education, volume 3, 2008, which makes strong use of these terms in exploring poststructuralist, psychoanalytic and vitalist theories for environmental education). 4 Thus, if we proceed with this as some kind of budding 'momentum', given that such terms and their discourses have haunted Deleuze's and Guattari's work (e.g., Guattari 1989Guattari /2000, and find their way into those that Noel Gough (2006) amongst others has drawn on to inform a variety of 'post-…' studies in environmental education (less 'usual suspects' are included in Hardy 2002Hardy , 2006) -it may be timely to ask more serious questions about how reality is made necessary to our understandings and expectations of environmental education. Is it, in fact, regarded as a 'necessary fiction' in some quarters or instantiations of the field, as in when we consider a revitalized or reimagined role for children's literature and illustration in environmental education?…”

Section: Children's Literature and The Realities Of Environmental Edumentioning

confidence: 97%

Openings for researching environment and place in children’s literature: ecologies, potentials, realities and challenges

Reid

Payne

Cutter-Mackenzie

2010

Environmental Education Research

View full text Add to dashboard Cite

This not quite 'final' ending of this special issue of Environmental Education Research traces a series of hopeful, if somewhat difficult and at times challenging, openings for researching experiences of environment and place through children's literature. In the first instance, we draw inspiration from the contributors who have authored, often autoethnographically, some of the art and craft of their respective ecopedagogies and research efforts. We then proceed with a reminder of the lurking presence of fear found in some of the articles published here and elsewhere, opening up the fear factor at large in broader everyday, social, political and global discourses to further scrutiny and a more optimistic quest when engaging children's literature, its risks and its hopes. Our aim here, as noted in the Editorial, is to develop the discourse and practice of environmental education research in this area. Thus, we also explore how children's literature has a pedagogical place in the positive social construction of intergenerational ethics focusing on how and what, and in what ways, textual and visual messages can be passed on to that next generation, and how and what they might take up creatively and imaginatively, in practice and conceptually. To do this, we offer thoughts on how children's literature might draw selectively from broader aspects of the ecoliterature and humanities, and finally, on the basis of this collection, present a series of possible research issues and further deliberations to broadly nurture the development of research in this area. Not quite once upon a timeI have argued that it is through narrative that we create and re-create selfhood, that self is a product of our telling and not some essence to be delved for in the recesses of subjectivity. There is now evidence that if we lacked the capacity to make stories about ourselves, there would be no such thing as selfhood.Dysnarrativa, a severe [neurological] impairment in the ability to tell or understand stories … is deadly for selfhood … The construction of selfhood, it seems, cannot proceed without a capacity to narrate.Once we are equipped with that capacity, we can produce a selfhood that joins with others, that permits us to hark back selectively to our past while shaping ourselves for *Corresponding author.

show abstract

Levinas and Environmental Education

Cited by 4 publications

References 7 publications

Education for sustainable development and the secondary curriculum in English schools: rhetoric or reality?

Education for sustainable development and the secondary curriculum in English schools: rhetoric or reality?

Higher Education, Pedagogy and the Customerisation of Teaching and Learning

Openings for researching environment and place in children’s literature: ecologies, potentials, realities and challenges

Contact Info

Product

Resources

About