An environmental ethical conceptual framework for research on sustainability and environmental education

Kronlid, David O.; Öhman, Johan

doi:10.1080/13504622.2012.687043

Cited by 78 publications

(66 citation statements)

References 36 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…It is significant that the scope presented by UNESCO not only encompasses human beings in their cultural diversity and with their human rights here and now, but future gener-ations and the greater community of life, as well, including biodiversity and ecosystems. All the values formulated by UNESCO above may be conceived as environmental ethical values ñ even those involving human beings here and now (see Kronlid and ÷hman, 2013). However, within environmental ethics and environmental philosophy the latter two, concerning future generations and non-human life forms, are accentuated.…”

Section: Environmental Ethical Valuesmentioning

confidence: 99%

The Significance of Context: Moral Education and Religious Education Facing the Challenge of Sustainability

Kvamme

2017

Discourse and Communication for Sustainable Education

View full text Add to dashboard Cite

Education for sustainable development as presented by UNESCO involves a value dimension which is both pivotal and problematic. Pivotal, because values concern what matters to beings, problematic because the values brought forward are formulated as universal values, with the risk of suppressing the plurality of context.The first part of the article develops a theoretical approach for a research project on environmental ethical values in moral education which accommodates for both universality and context. While the scope is mainly theoretical, some empirical material is brought in to illustrate and exemplify. The school subject involved includes religious education, and the empirical material shows that religion is a part of the context. However, this aspect is not accentuated in the theoretical approach presented.The second part is a mediation between this theoretical approach on moral education and the interpretive approach addressing religious education. The aim is to explore common ground, uncover factual tension and reflect on how both moral education and religious education may contribute to environmental and sustainability education.

show abstract

Section: Environmental Ethical Valuesmentioning

confidence: 99%

The Significance of Context: Moral Education and Religious Education Facing the Challenge of Sustainability

Kvamme

2017

Discourse and Communication for Sustainable Education

View full text Add to dashboard Cite

show abstract

“…If we find good arguments for ecocentrism for example, would it be possible to consequently live according to such an ethical principle? In contrast, relation-oriented environmental ethics takes the vantage point that moral agents are situated in morally relevant relationships with both humans and non-humans, and that the justification of actions and principles should take these particular relationships into consideration (Kronlid 2003;Kronlid and Öhman 2013).…”

Section: The Legitimate Moral Objectmentioning

confidence: 99%

New ethical challenges within environmental and sustainability education

Öhman

2016

Environmental Education Research

Self Cite

View full text Add to dashboard Cite

“…A number of EE/ESD scholars have pointed out the tension between the sense of urgency emerging from a deep concern about environmental issues and the conviction that it is wrong to persuade people to adopt expert-determined ways of thinking and acting (Kronlid &Öhman, 2013;Wals, 2010). Jickling (1994) questioned the aim of education for sustainable development in his article "Why I Don't Want My Children to Be Educated for Sustainable Development."…”

Section: Educating In Pursuit Of Sustainabilitymentioning

confidence: 99%

Future Scenarios and Environmental Education

Kopnina

2014

The Journal of Environmental Education

View full text Add to dashboard Cite

This article explores a number of questions about visions of the future and their implications for environmental education (EE). If the future were known, what kind of actions would be needed to maintain the positive aspects and reverse the negative ones? How could these actions be translated into the aims of EE? Three future scenarios are discussed: the limits to growth (the great tragedy and demise); sustainable development and ecological modernization (hope and innovation); and the Anthropocene park. These scenarios are linked to corresponding EE/ESD approaches and instrumentalism in education is argued as a morally justifiable goal. Finally, education for deep ecology is advocated in order to address the ethical implications of the last scenario.

show abstract

An environmental ethical conceptual framework for research on sustainability and environmental education

Cited by 78 publications

References 36 publications

The Significance of Context: Moral Education and Religious Education Facing the Challenge of Sustainability

The Significance of Context: Moral Education and Religious Education Facing the Challenge of Sustainability

New ethical challenges within environmental and sustainability education

Future Scenarios and Environmental Education

Contact Info

Product

Resources

About