Section 4 Rethinking Environmental Education: Emancipation, Subjectification and Civic Education

Abstract

Section 4 begins with Carl Anders Säfström and Leif Östman's challenge to the role of the school as the best place for responding to the climate crisis in the form of education for sustainability. How can we be sure that this education does not founder on the rocks of inaction, a risk that Säfström and Östman characterise in terms of reduction, instrumentalisation and normativisation? If that response is to be informed, how can this be possible when schools expunge the political dimensions from what is taught, when they instrumentalise both students and the complexities of environmental knowledge in fact-based pedagogy, and when teachers avoid moral and affective attention by redirecting it towards epistemological considerations? Katrien Van Poeck and Leif Östman draw on pragmatist traditions to encourage democratic practices in education and open up new possibilities for how educators approach the climate crisis and other environmental challenges. The question is not whether to engage with real-world issues but how to do so. Van Poeck and Östman see the teacher's task as setting the environmental stage for students in order, first, to focus their inquiry and, second, to prompt them to act in response to what they discover. Conceived as such, environmental education is transformed into a place of both judgment and action. Viktor Swillens and Joris Vlieghe conclude this section by bringing together Hannah Arendt and Bruno Latour to scope out a space for education in addressing the climate crisis: the resulting account reimagines Latour's politics as a task of education in the light of Arendt's attention to the fate of our common world and the possibility of renewal. Through scholarly practices in what Latour calls the 'critical zones', we find the means to invest our care for the world with the kind of attentive investigation that offers hope of renewal and sustainability.

Transformation Research on the Teaching Mode of Ideological and Political Courses in Colleges and Universities under Big Data Environment

“…Constructing the wisdom classroom teaching mode of college civics and political science class is an effective way to change the traditional teaching concept of civics and political science class, and it is an important initiative to promote the reform and innovation of civics and political science class in colleges and universities in the new era [12][13]. The construction of the wisdom classroom of college civic politics class should adhere to the unity of online and offline, the unity of technology and concept, the unity of means and goals and other three principles, and always put the function of educating people in the core position, and give full play to the key role of the college civic politics class in establishing morality and educating people [14][15]. The realization path of the intelligent classroom teaching mode of the Civics and Political Science class in colleges and universities includes providing students with teaching resources and guiding students' pre-study through the informatization platform before the class, realizing teaching interactions and intelligent management through the platform during the class, and providing students with personalized guidance and comprehensive evaluation through the platform after the class [16][17].…”

The Application of Statistical Analysis Method in the Effectiveness Evaluation of Ideological and Political Reform in the Course of Human Resource Management

“…Curriculum ideology and politics refer to courses other than ideological and political courses and organically integrate ideological and political education into the professional teaching process through reasonable and diversified teaching organization forms to achieve the organic unity of value shaping, knowledge transfer and ability cultivation. It is an important way to deeply implement the fundamental task of establishing moral education, and it is also a key content to improve the quality of talent cultivation in colleges and universities [1][2][3]. In the background of great ideological and political education, promoting the construction of curriculum ideology and politics is conducive to breaking the long-standing isolation effect between professional teaching and curriculum ideological and political education, giving a new connotation to professional courses and building a large pattern of three-wide education in colleges and universities [4].…”

Theories and Methods of Online Ideological and Political Education for College Students in the Context of Deep Learning

“…The network has global diversity and equal interactivity, which changes the connotation and form of traditional ideological and political education, expands the information sources of college students, and meets their needs for new knowledge and new ideas. Network ideological and political education strengthens democracy and equality, realizes the diversification of the way of interaction between teachers and students, and greatly improves the taste and quality of college students' lives [1][2]. Network ideological and political education is a new form and a new mode that effectively combines network and ideological and political education.…”