Education and the Transition to a Postmodern World
Author: David W. Orr
Publisher: SUNY Press
The most important discoveries of the 20th century exist not in the realm of science, medicine, or technology, but rather in the dawning awareness of the earths limits and how those limits will affect human evolution. Humanity has reached a crossroad where various ecological catastrophes meet what some call sustainable development. While a great deal of attention has been given to what governments, corporations, utilities, international agencies, and private citizens can do to help in the transition to sustainability, little thought has been given to what schools, colleges, and universities can do. Ecological Literacy asks how the discovery of finiteness affects the content and substance of education. Given the limits of the earth, what should people know and how should they learn it?
On Weaving Education, Culture, and the Environment
Author: Gregory A. Smith
Publisher: SUNY Press
Celebrates the work of educators who explore ecological issues in school and non-school settings. Gives examples of ways to impact the thinking of children and adults in order to affirm the values of sufficiency, mutual support, and community.
Eco-Literate Music Pedagogy examines the capacity of musiciking to cultivate ecological literacy, approaching eco-literate music pedagogy through philosophical and autoethnographical lenses. Building on the principle that music contributes uniquely to human ecological thinking, this volume tracks the course of eco-literate music pedagogy while guiding the discussion forward: What does it mean to embrace the impulse to teach music for ecological literacy? What is it like to theorize eco-literate music pedagogy? What is learned through enacting this pedagogy? How do the impulsion, the theorizing, and the enacting relate to one another? Music education for ecological consciousness is experienced in local places, and this study explores the theory underlying eco-literate music pedagogy in juxtaposition with the author’s personal experiences. The work arrives at a new philosophy for music education: a spiritual praxis rooted in soil communities, one informed by ecology’s intrinsic value for non-human being and musicking. Eco-Literate Music Pedagogy adds to the emerging body of music education literature considering ecological and environmental issues.
Globalization, understood as an intensification of modernism, has over the past fifty years been a powerful force for cultural change. This study examines how one aspect of globalization, Hollywood films, influences Japanese thinking as regards to human-nature relationships. A critical discourse analysis of the most popular cinematic texts in Japan during a five-year period (1997_2001) uncovers the latent ideologies and messages linked to a modern worldview. This interdisciplinary work evaluates the influence of these films by way of a descriptive survey of Japanese culture; data from a university student focus group; and an analysis of linguistic, behavioral, and attitudinal changes toward environmental issues. A holistic approach to curricular reform that grounds ecological principles in traditional perceptions of nature is proffered as a way of countering exogenous influences while restoring a sense of balance to the culture-ecosystem.
In 2009, editors Sid Dobrin and Sean Morey published the collection Ecosee: Image, Rhetoric, Nature in which contributors addressed how images have shaped popular notions of environmentalism, the environment, and more-than-human nature. Ecosee took up the position that despite the rhetorical power of images connected with environmental movements over the past forty years, scholarship in environmental communication has focused almost exclusively on verbal rather than visual rhetoric. Technologies of Seeing: Image, Nature, Mediation asks the next question in research pertaining to the visual rhetoric of environmental politics and ecological thinking, questioning the very technologies as mediating devices in the construction and circulation of images that inform how we see and know nature. This book engages ecocritical and ecocompositional inquiry about the making of image as meaning making. Contributors to this dynamic collection focus their efforts on the intersections of digital media and environmental/ecological thinking. Technologies of Seeing addresses questions about the technologies used to see and construct nature. Part of the book's larger argument is that analysis of mediations of nature must develop more critical tools of analysis toward the very mediating technologies that produce such media. That is, to truly understand mediations of nature, one needs to understand the creation and production of those mediations, right down to the algorithms, circuit boards, and power sources that drive mediating technologies. Ultimately, Technologies of Seeing contends that ecological literacy and environmental politics are inseparable from digital literacies and visual rhetorics. Contributors to this collection push the borders of such thinking in order to forward theoretical considerations and implications of such relationships.
This book describes and documents one school’s experiences in achieving their environmental literacy goals through the development of a place-based learning environment. Through this iniative, a longitudinal, descriptive case study began at the Bowen Island Community School to both support and advocate for ecological literacy, while helping the school realize its broad environmental learning goals. Conceptualised as an intensive case study of a learning environment (with an environmental education focus), the program was part of a larger ecological literacy project conducted in association with preservice and graduate education programs at a nearby university and research centre. Following both (empirical) learning environments and participatory (ethnographic) research methods, the project is described from a variety of perspectives: students, teachers, teacher educators, researchers and administrators. The volume describes a variety of forms of place-based education that teachers devised and implemented at the school while giving evidence of the development of a supportive and positive place-based learning environment. The programs and initiatives described in this volume provide the reader with insights for the development of place-based programming more generally . The final chapter outlines participatory methods and action research efforts used to evaluate the success of the project and recounts the development and validation of a learning environment instrument to assist with this process. The new instrument coupled with qualitative descriptions of the learning environment experienced by many at the school give unique insights into the various ways the study of learning environments (as a methodology) may be explored.
"The eight-lesson manual developed for this project directly responds to the need for students in grades 3 - 5 to participate in ecological restoration on their own campuses. The curriculum addresses the most recent educational standards outlined by the U.S. Partnership on Education for Sustainable Development." -- from the abstract, p. 4.
Landscape Design for Public Appreciation of and Education about Sustainable Stormwater Management in San Francisco Bay Area
Author: Wilasinee Suksawang
Stormwater management has long existed as a daunting task for many cities. Within recent decades, a novel landscape design approach to effectively and sustainably manage urban stormwater known as Low Impact Development (LID) was initiated in the United States. Unfortunately, the LID projects, although holding ecological benefits, have often fallen short of achieving public recognition and satisfaction because of their illegible and unkempt looks. Concerning this onerous problem, the tenet that stormwater knowledge can play a role in stimulating aesthetic appreciation of LID landscapes has been reiterated. This study, accordingly, intends to provide information and insight regarding public appreciation of and education about the LID design. San Francisco Bay Area was chosen as a study area due to its unique and critical stormwater management situations. Eight projects, which demonstrate a range of LID designs, were selected as the test sites. In addition, other eight places representing a range of conventional landscape designs, the non-LID sites, were also selected as the control sites. The questionnaires were developed and distributed to visitors of these 16 selected study sites using the street intercept method. Results from the analysis of 502 responses demonstrate that, in most of the cases, the LID facilities were well recognized and appreciated by the respondents, compared to the conventional-designed landscapes, thereby suggesting that these LID cases can serve as good models for the ensuing projects and, besides, the implementation of LID design in San Francisco Bay Area can be continued without serious concern about public resistance. Nonetheless, because some LID facilities were unlikely to receive positive public responses, making better designs and advancing stormwater literacy are both considered key strategies. The analysis results also reveal that respondents thought they were not quite knowledgeable about sustainable stormwater management, yet they were open to information and knowledge, especially through reading the interpretive signs at the facilities, leading to the recommendation that LID projects in the Bay Area be developed in a manner that they can facilitate stormwater education. This dissertation concludes by highlighting the role that landscape design can play in making successful and meaningful LID facilities and, ultimately, establishing desirable relationships between aesthetics and ecology. Based on the review of design strategies proposed in relevant literatures and used in existing projects along with the insights derived from the survey results, an innovative set of design criteria for creating the LID facilities which can enrich aesthetic experience and enhance stormwater knowledge of their visitors is developed. These design criteria include 1) visibility and legibility, 2) accessibility, 3) functionality, 4) attractiveness and interest, 5) cultural aesthetics, 6) ecological revelation, 7) interactive activities, 8) interpretive signage, 9) water features, and 10) application and replication. In addition, this dissertation also develops the guidelines for designing the prominent stormwater management features, which include 1) water tank/ cistern, 2) street gutter/ storm drain/ runnel, 3) pavers/ permeable pavement, 4) lawn/ grass/ turf, 5) rain garden/ bioretention planter/ bioswale, 6) stormwater pond/ constructed wetland, 7) green street/ green parking lot, 8) green roof, 9) green wall, and 10) scupper/ downspout. Even though these criteria and guidelines are developed based on the situations of San Francisco Bay Area, they are considered applicable to other geographical areas.
Readings on Politics, Property, and the Physical World
Author: Matthew Alan Cahn
Publisher: M.E. Sharpe
Category: Literary Collections
Underlying current controversies about environmental regulation are shared concerns, divided interests and different ways of thinking about the earth and our proper relationship to it. This book brings together writings on nature and environment that illuminate thought and action in this realm.