Greening Education

Fassbinder, Samuel Day

doi:10.1007/978-94-6209-101-6_1

Cited by 7 publications

(2 citation statements)

References 4 publications

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“…A hegemonic civilization is the foundation for a global economic system that continues to structure its success on a "developmental-extraction-based economic model" (de Sousa Santos, 2011, p. 19). The author shares recognition of this topic with a broad range of other authors, including: Bacevic (2021); de Sousa Santos (2011); Fassbinder et al (2014); Gough et al, (2020); Jackson (2015); Kancler (2016); Krøvel (2020); Kumaran (2022); Loske (2020);and Roseman (2012).…”

Section: Authoritative Foundation Of the Authormentioning

confidence: 92%

Book review. Dey, S. (2022). Green academia: Towards eco-friendly education systems, Routledge India.

2023

JALT

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Section: Authoritative Foundation Of the Authormentioning

confidence: 92%

Book review. Dey, S. (2022). Green academia: Towards eco-friendly education systems, Routledge India.

2023

JALT

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“…Ecopedagogy must therefore be basic to McLaren’s project, awaiting a more serious treatment in his work. One ecopedagogy approach, from a North American context, would be threefold, past-present-future, as laid out in the ‘Greening Education’ essay in the collection Greening the Academy (Fassbinder, Nocella, and Kahn 2012 ). The past can be represented by traditional ecological knowledge, as gifted by indigenous peoples.…”

Section: What Can Be Done?mentioning

confidence: 99%

Review of Marc Pruyn, Curry Malott, and Luis Huerta-Charles (Eds.). (2020). Tracks to Infinity, the Long Road to Justice: The Peter McLaren Reader, Volume II

Fassbinder

2021

Postdigit Sci Educ

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With a subtitle like The Peter McLaren Reader, Volume II, one might think Tracks to Infinity, The Long Road to Justice is going to be excerpted old material, previously available in other formats. Nope, much of this is, if I remember correctly, new stuff, fresh, and clarifying [though I do recall reading the 'Critical Rage Pedagogy' (McLaren 2020a) article in a previous work, Pedagogy of Insurrection (McLaren 2015), and the chapter co-authored with Petar Jandrić, which forms the basis of a separate volume, McLaren and Jandrić's Postdigital Dialogues on Critical Pedagogy, Liberation Theology and Information Technology (2020)]. So, what kind of prose is one likely to encounter in the book? This is, as the preface has it, a collection of 'raw materials for re-imaginings' (Ford and Alexander 2020: xv). Of course, if the world has to be imagined for the society within it to function, then it must be reimagined if society is to behave differently. And the society of the future will behave differently, just as the society of the present is behaving differently with Covid-19 and with the ravages of climate-change-inflamed disasters. The specific different behavior, at the time of this writing, will likely be one of various responses to the desolation spreading around us, with our mass death increasingly imminent if we are members of the differentially unprivileged working class. McLaren's goal is of course different. Since Tracks to Infinity is focused upon a 'utopic struggle for an otherwise to oppression and exploitation', as Ford and Alexander put it in the preface (2020: xvi), creating new re-imaginings in McLaren's vein acquires an urgency against this background.

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Modeling of ecophobic tendencies of consciousness of higher education students

Клочко

Fedorets

Mudrak³

et al. 2022

SHS Web Conf.

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The article reveals the peculiarities of the formation of strategies for the development of ecological consciousness (ecophilic educational strategies) of higher education students on the basis of digital models of ecophobic tendencies (intentions, values). Based on the application of the developed “Fedorets-Klochko mini-questionnaire "Ecophobic consciousness of the industrial epoch"” an experimental study of ecophobic and ecophilic intentions and values of higher education students. This mini-questionnaire reveals the environmental aspects of consciousness by actualizing the culture and psychology of everyday life. Based on the application of digital and mathematical modeling, ecological and value comprehension of the results of experimental research conducted using this mini-questionnaire, a model of “Archaic ecophobic intentions and values” was formed. This model contains the following digital models: “Matrix of coefficients (weights) for determining ecophobic intentions and values” and “Cluster model of ecophobic intentions and values”. Based on the application of these digital models, the concept of sustainable development and other concepts and approaches, three ecophilic educational strategies have been developed: “Synergistic strategy of personal security through care for the Earth”; “Strategy for harmonization of needs based on care for the Earth”; “Strategy for harmonization of human-Earth interaction”. When using the “Matrix of coefficients (weights) to determine ecophobic intentions and values” determines the system-organizing value and the dominant influence of the “Synergistic strategy of personal security through care for the Earth”. This strategy has a genetic and semantic connection with the basic vital (vital) value – food security (individual and collective). The application of this strategy can be relevant in educational theory and practice and in everyday life (life, work) to optimize and minimize human needs.

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Greening Education

Cited by 7 publications

References 4 publications

Book review. Dey, S. (2022). Green academia: Towards eco-friendly education systems, Routledge India.

Book review. Dey, S. (2022). Green academia: Towards eco-friendly education systems, Routledge India.

Review of Marc Pruyn, Curry Malott, and Luis Huerta-Charles (Eds.). (2020). Tracks to Infinity, the Long Road to Justice: The Peter McLaren Reader, Volume II

Modeling of ecophobic tendencies of consciousness of higher education students

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