Educating During the Great Transformation: Relationality and Transformative Sustainability Education

Elizabeth A. Lange; Joy Kcenia Polanco O'Neil; Katie E. Ross

doi:10.4312/as/9692

Avtorji

Elizabeth A. Lange Tehnološka univerza v Sydneyu, Inštitut za trajnostno prihodnost, Avstralija
Joy Kcenia Polanco O'Neil Univerza v Wisconsinu, Združene države
Katie E. Ross Tehnološka univerza v Sydneyu, Inštitut za trajnostno prihodnost, Avstralija

DOI:

https://doi.org/10.4312/as/9692

Ključne besede:

velika transformacija, ločevalna paradigma, odnosna paradigma, transformativno trajnostno izobraževanje, ekološko žalovanje

Povzetek

Velikanski zgodovinski premiki, ki jih doživljamo v tem času, pod vprašaj postavljajo »običajen način, kako počnemo stvari«, in vodijo do eksistencialnih vprašanj o preživetju človeštva. Prav obdobja velikanskih sprememb pa so tista, v katerih se lahko razvije nekaj kompleksnega in življenjsko pomembnega. V članku raziskujemo, kako je dominantna ločevalna paradigma ustvarila trenutne razdiralne okoliščine v naravi in družbi. Posamezniki in družbe so potopljeni v ločevalno paradigmo in posledično destruktivni, saj se ne zavedajo relacijske, odnosne narave našega sveta. Obravnavamo vseobsegajočo dinamiko ločevalne paradigme in pri tem kritično opredelimo, kako obstoječi učni procesi, tudi izobraževanje o trajnosti, to paradigmo vedno znova reproducirajo. Kot možno rešitev predstavimo odnosno paradigmo, pa tudi implikacije odnosnih načinov spoznavanja in bivanja, s prepletanjem teorije in osebnih zgodb. Ob koncu zarišemo možnost za svetovnonazorsko transformacijo na področju izobraževanja, zlasti v okviru transformativnega trajnostnega izobraževanja.

Metrike

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Prenosi

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