LECTURE ON RATIONALE AND ENVIRONMENTAL EDUCATION - JUNE 10TH 2015

— The knowledge and technology development, specifically during the contemporaneity, time of great achievements, and the predominance of rationality that brought contributions and advantages to societies on the one hand, but unpredicted consequences to the people on the other. This text is based on the assumption that environmental speeches are established in the educational field correlating their training goals with the ways of subjectivation in order to bridge the shortfall of human emancipation, which was caused by the development of the technical-instrumental rationality. Thus, the objective is to show that the environmental claim in education is done through concepts and values already consolidated in the literature published in the humanities, taking them as forms of subjectivity, understood here as advertised forms of subject concepts through their concepts. A qualitative approach, following Arendt's conception, is through action (speech) that man is manifested with each other, for man as a being historically constituted is inserted into the world through word and deed. It is through discourse (action) proposed by the Environmental Education through subjectivities, such as citizenship, participation, identity among others, the environmental discourse establishes its training goals in education, introducing an important path of dialogue between the environmental field and educational.Then, the subjectivation shows an important path of the environmental speeches in the educational field. The debate about environmental education which must be mediated by the discussion on the human formation, promoting an emancipation of the subject capable of questioning, discussing and reflecting on the action of individuals in the society, by overtaking the instrumental rationality.

Philosophical-Critical Environmental Education: a proposal in a search for a symmetry between subject and object, 2014

This paper aims to develop a study on environmental education from philosophical and practical bases. Philosophical considerations being established after critical analysis of some philosophical schools who have taken the environment or the Individuals as a matter of primary concern; practical considerations arising from our experience in the university environmental movement. Thus, we intend to express our thinking towards the discussion about critical Environmental Education in a philosophical perspective called philosophical-critical Environmental Education, which aims to seek a harmony, a balance between subject and object, from a philosophical view-point, and as a consequence, between society and environment, from a socio-political perspective, in addressing the socio-environmental issue.

Studies in Philosophy and Education, 2016

2011

Bilim, olay ve olguları tarihsel bir süreç içinde incelerken, olay ve olguları değişime zorlayan dinamikleri bulup, onları bütün ile ilişkilendirme çabası içindedir. Bu makalenin amacı, bilimin bu çabasından yola çıkarak, insanın doğada var olma ve bir arada yaşama ihtiyacının / zorunluluğunun araçlarından biri olan eğitimin, ilk insandan bugüne hangi dinamiklerle nasıl evrildiğini ortaya koymaktır. Ayrıca bu evrilmenin yönünün nasıl masumane yaşamı sürdürme ihtiyacından, egemen güçlerin, geniş halk kitlelerinin bilincini şekillendirerek, yeryüzü kaynaklarına el koyma aracına dönüştüğünün de kısa öyküsünü anlatmaktır.Science has had an effort to relate the events and the facts with the whole by finding the dynamics which forces the events and the facts to change, while it has been examining the events and the facts in a historical process. The aim of this article is to introduce how education, which is a kind of a medium of people being in the nature and his need to live together with the nature, has been evolved by means of which dynamics from the first man in the world. Moreover , the article also denotes the short story of how the scope of this evolution made education turned out to be an intermeddling item for the earth resources shaping the consciousness of public mass by the sovereign power

The contributions and challenges of Gadamer's philosophical hermeneutics and Freire's critical pedagogy to research and practice in environmental education are considered. We present the authors' main concepts and relate them to the principles of critical environmental education that have guided our work in Bra-zil. Although a raft of current non-anthropocentric theories question the pivotal role of language in representing experience, our purpose is to outline a critical dialogical perspective suitable for particular education contexts. The respect for the otherness of nature implicit in this process can lead to the recognition and acceptance of our own selves and new forms of solidarity and respect for others, including nonhuman nature. Our interpretive-pedagogical approach informs some of the underlying principles or practices of the critical dimension of environmental education and its research. Résumé Les contributions et défis de l'herméneutique philosophique de Gadamer et de la pédagogie critique de Freire quant à la recherche et la pratique en éducation environnementale sont examinés. Nous présentons les principaux concepts de ces auteurs et les associons aux principes d'éducation environnementale critique qui ont orienté nos travaux au Brésil. Bien qu'un ensemble de théories non anthropocentriques ayant actuellement cours mettent en question le rôle essentiel de la langue dans la représentation de l'expérience, notre objectif consiste à énoncer une perspective dialogique critique destinée aux contextes d'enseignement particuliers. Le respect du caractère unique de la nature inhérent à ce processus peut mener à la reconnaissance et à l'acceptation de soi-même et à de nouvelles formes de solidarité et de respect pour autrui, y compris pour la nature non humaine. Notre approche interprétative et pédagogique est à la base de certains des principes ou pratiques sous-jacents de la dimension critique de l'éducation environnementale et de la recherche dans le domaine.

Gestión y Ambiente

El objetivo central, del presente texto es reflexionar crítica y constructivamente, a partir de revisiones documentales, sobre la importancia de la educación ambiental superior y su aporte para posibilitar alternativas al desarrollo. Para ello se plantea introductoriamente la pregunta qué son alternativas, para luego evidenciar primero el contexto del propio problema y la importancia de las universidades. Es decir, por un lado, el contexto global de los problemas ambientales y el fracaso del desarrollo sostenible al no haber mejoras sustanciales después de más de 30 años de su implementación y por el otro lado, la neoliberalización y mercantilización de la educación y las universidades conllevan a direccionamientos por intereses economicistas, donde aspectos socioambientales quedan relegados e invisibilizados. Y segundo, evidenciar que, frente a semejante contexto, por un lado, las estructuras clásicas epistemológicas al parecer no pueden ofrecer alternativas, por lo cual se requier...

2016

We consider the problems of anthropocentric pedagogical practices and propose the paradigm of ecological pedagogy (ecopedagogy) as a liberating praxis. It presents a reflection on the environmental crisis in the contemporary society and indicates conceptual ways to deal with the global problem created by modern industrial practices. In the context of European Renaissance, a new world view arose based on the heliocentric theory, while the ground of the anthropocentric science appeared. The Enlightenment was crucial in the battle against tyranny and oppression, but most (natural) philosophers committed their utopias to the development of science and technology for the sake of the economic progress of civilization. Since the 19 th century, capitalism became a dominant socio-economical system with the planetary power for the exploitation and devastation of Nature. In the cultural environment of the industrial society, human conditions are modeled according to the anthropocentric pedagog...

The present article seeks to articulate some thoughts about environmental issues, about the knowledge of the integration of knowledge and instruments of cultural modern in the everyday practices of labor and make education. In this process, we realize many times that the educational Institutions and training such as the construction organising and articuladoras of knowledge that enable the exchange of concepts, ideas, values and construction of the science, comes in the course of time promoting the encounter between the educator and the learner and between the object of knowledge and the object of education. Presents a discussion on Environmental Education in Brazil, whose analysis of the data, if processed by the method cartographic proposed as path wandering. Thus, the present work has the objective of raising the discussion about the environmental doing in the universe of daily practices of the educational work and to bring to the fore the subjects of education in the broader sense, the plural subject. For that, it was used the revision of the scientific literature with the perspective of bringing to the discussion a look of the knowledge and cultural instruments. It is therefore part of an essentially dynamic educational process that can foster and promote transformation at the same time, within a continuous universe of relevant metamorphoses. That imposes on us all taken positions and at the same time the necessity of not only observing such changes but somehow inserting themselves in that process.

Facta Universitatis, Series: Teaching, Learning and Teacher Education, 2020

This paper examines the relationship and scope of the convergence of environmentally oriented disciplines (sociology and pedagogy), sub disciplines theoretical approaches (socio-environmental theory and ecological systems theory) which focus on the integration of contemporary society, individual and nature, all with the goal of sustainable development and common prosperity. In the process of globalization, man is largely forced to be flexible and to adapt to the mechanisms of the market economy and to adopt the principles of any type of diversity. The connection between environmental values, knowledge and experiences is the central idea of education for sustainable development. The main paradigm of environmental orientation requires the redefinition of the educational goals, in order to balance the changes to the “identitary” culture and value matrices of general social importance during the sustainable development process. It is clear that by defining the desirable environmental va...