One of the main challenges in sustainability discourse is its multifaceted nature often requiring that many different disciplines must cooperate in order to achieve progress. This issue also concerns sustainability education. In the article, we highlighted the experiences from the international cooperation of university teachers and researchers with highly diverse professional backgrounds who worked together on developing educational materials for university students in sustainability-oriented courses. The study is based on qualitative, participatory evaluation research, applying two rounds of open-ended questionnaires distributed to the same respondents (n = 18). For the analysis, we used the open-coding procedure for identifying the main categories. The results show some of the opportunities and barriers that emerged in the process of this cooperation. In particular, we discuss the issues related to the high heterogeneity of the group, such as the clashes of the different perspectives on the topics covered, group dynamics issues, trust, facilitation challenges, and also opportunities that such heterogeneity offers. We highlight the importance of open reflectivity in sustainability-oriented educational projects as the key to their successful implementation. Finally, we believe that results of this participatory study are useful in designing new projects aiming at further improvement of academic education in sustainability and sustainable development.
AbstraktČlánek analyzuje možností využití Schwartzovy teorie hodnot pro programy zpracované podle modelu Real World Learning. V první části představuje Schwartzovu teorii a její základní východiska. Ve druhé upozorňuje na její kritickou reflexi vyplývající z prací Pareta a Sorela. Jejím jádrem je přílišný "optimismus" teorie, nepředpokládající schopnost hodnoty moci "maskovat" se za jiné hodnoty. Na základě této kritiky článek upozorňuje na mož-ná rizika nereflektované snahy prosazovat ve výchově hodnoty univerzalismu a benevolence pomocí mocenského diskursu, a navrhuje jejich prevenci pomocí otevřené sebereflexe učitele. Klíčová slova hodnoty, environmentální výchova, Schwartzova teorie hodnot, model Real World Learning AbstractThe paper analysis how the Schwartz' theory of universal values promoted in the Real World Learning Model might be applied in educational practice. In its first part it introduces the Schwartz' theory and its basic assumptions. In the second part it presents its critical reflection based on works of Pareto and Sorel. As they argue, the theory is too "optimistic" as it does not presuppose the ability of value of power to "mask" itself for other values. On the basis of this criticism, the paper discusses possible risks of non-reflected effort to force values of univerzalism or benevolence in education by the means of power discourse, and recommends an open self-reflection of a teacher as a prevention of such a risk.
Abstrakt:Určitá část filosofů chtěla vždy pokročit v našem poznání morálního světa přesnou definicí pojmů dobro a dobré. To však (dle G. E. Moore) končí nutně buď definicí kruhem nebo tzv. naturalistickým chybným závěrem. Základní otázka studie zní: Lze Moorův naturalistický chybný závěr objevit též u námi vybraných představitelů environmentální etiky? Analyzovány byly dva koncepty biocentrické environmentální etiky -Schweitzerova "nauka úcty k životu" a Taylorův "kantovský biocentrismus" -a vyplynulo, že zatímco Schweitzerova koncepce jako taková z porušení Moorova zákona vychází, Taylorův koncept je naturalistickým chybným závěrem zasažen pouze okrajově a v daleko menší míře. Toto zjištění má význam jak pro zastánce Moorova konceptu naturalistického chybného závěru, tak pro environmentální myslitele; může pomoci přesněji odlišit antropocentrický a biocentrický přístup a také odvodit závěry relevantní pro praxi. Klíčová slova: xxxx Abstract:Some philosophers have always wanted to move forward in our understanding of the moral world through a precise definition of good and bad. But (according to G.E. Moore) it must either end in a vicious circle or a so-called naturalistic fallacy. The basic question of this article is: Does Moore's naturalistic fallacy also appear in our chosen representatives of environmental ethics philosophy? Analysis of two concepts of biocentric environmental ethics -Schweitzer's "teaching respect for life" and Taylor's "Kantian biocentrism" -showed that while Schweitzer's concept is starting to break with Moore's Law, Taylor's concept is affected only marginally by naturalistic fallacy and to a much lesser extent . This finding is important both for supporters of Moore's concept based on naturalistic fallacy, and for environmental thinkers, can help accurately distinguish a biocentric anthropocentric approach and also derive conclusions relevant to the practice.
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