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The conceptual foundations of enviro...

New York University.

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The conceptual foundations of environmental education: Towards a broad theory of environmental moral education.

Record Type:	Electronic resources : Monograph/item
Title/Author:	The conceptual foundations of environmental education: Towards a broad theory of environmental moral education./
Author:	Schlottmann, Christopher.
Description:	207 p.
Notes:	Adviser: Dale Jamieson.
Contained By:	Dissertation Abstracts International70-01A.
Subject:	Education, Philosophy of. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3346269
ISBN:	9781109010329

The conceptual foundations of environmental education: Towards a broad theory of environmental moral education.
Schlottmann, Christopher.

The conceptual foundations of environmental education: Towards a broad theory of environmental moral education. - 207 p.

Adviser: Dale Jamieson.

Thesis (Ph.D.)--New York University, 2009.

In chapter 3, I argue that, as long as minimal criteria of fair presentation of information are practiced, advocacy is generally unproblematic from an education ethics perspective.

ISBN: 9781109010329Subjects--Topical Terms:

783746
Education, Philosophy of.

The conceptual foundations of environmental education: Towards a broad theory of environmental moral education.
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020 $a 9781109010329
035 $a (UMI)AAI3346269
035 $a AAI3346269
040 $a UMI $c UMI
100 1 $a Schlottmann, Christopher. $3 1033939
245 1 4 $a The conceptual foundations of environmental education: Towards a broad theory of environmental moral education.
300 $a 207 p.
500 $a Adviser: Dale Jamieson.
500 $a Source: Dissertation Abstracts International, Volume: 70-01, Section: A, page: .
502 $a Thesis (Ph.D.)--New York University, 2009.
520 $a In chapter 3, I argue that, as long as minimal criteria of fair presentation of information are practiced, advocacy is generally unproblematic from an education ethics perspective.
520 $a This project is intended to clarify and propose new conceptual foundations for environmental education. I am principally concerned with the ethical and educational foundations of environmental education. My aim is to analyze environmental education from the perspective of educational ethics, the field concerned with the ethics of educational practice and purpose. I argue that environmental education can, and should, make liberal educational goals, such as promoting autonomy, primary aims. Further, I argue that this shift would benefit our educational practice both in principle and practice. I characterize my theory "broad" because it is inclusive of many educational practices, such as education for critical thinking, democratic education, and aesthetic education. I also define it as environmental moral education, as I make the ethical aspect of environmental education central to this approach.
520 $a In chapter 1, I discuss the role of concepts and arguments in environmental education and propose some basic criteria for conceptual clarity. I argue that an emphasis on "methods," such as critical thinking, reflection, and case-sensitivity, could greatly increase the ability of students to understand and respond to complex, changing and unprecedented environmental problems.
520 $a In chapter 2, I discuss the place and purposes of implicit values, including aesthetics values, in environmental education. I argue that such values, if they contain ethical content, should be exposed to critical consideration by teachers and students, in order to avoid potential pitfalls such as uncritical acceptance of moral views. I argue that an emphasis on cultivating student agency and competence in ethical thinking (the "methods" emphasis) is a more effective and justifiable aim than teaching that specific implicit ideas, such as a connection to nature, are correct.
520 $a In chapter 4, I analyze the Decade of Education for Sustainable Development for its coherence, consistency and usefulness. I argue that the DESD is often conceptually unclear, inconsistent and incoherent, and therefore should not be educated for. I propose a critical educational response to DESD, and note three potential concerns with my argument.
590 $a School code: 0146.
650 4 $a Education, Philosophy of. $3 783746
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710 2 $a New York University. $3 515735
773 0 $t Dissertation Abstracts International $g 70-01A.
790 $a 0146
790 1 0 $a Jamieson, Dale, $e advisor
791 $a Ph.D.
792 $a 2009
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3346269