Significant Life Experiences and Animal-Themed Education

Caplow, Susan; Thomsen, Jennifer

doi:10.1007/978-3-319-98479-7_13

Cited by 3 publications

(2 citation statements)

References 39 publications

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“…Examples included the following: the balance games platform, the social interaction platform, the animal interaction platform, the wildlife platform, the cultivation and harvesting platform, the natural material, tools and equipment platform, and the closed or cosy environments platform (Kavikonj, n.d.). The literature on significant life experiences shows the importance of nature experiences in childhood (Chawla, 1998;Torkar, 2014;Caplow & Thomsen, 2019). Eventually, over ninety Nature Schools were registered and began to operate throughout Iran, each accessing localities that safely exposed children to the outdoor environment.…”

Section: Resultsmentioning

confidence: 99%

Reconnecting Children with Nature: Foundation and Growth of the Nature Schools Movement in Iran

Burns¹,

Manouchehri²

2021

INTERDISCIPLINARY J ENV SCI ED

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The Nature Schools movement in Iran commenced in 2014 and expanded steadily for half a decade, growing to almost 100 schools. Emulating similar educational inititives in Europe and North America, Nature Schools offered outdoor educational experiences for pre-school and primary school years, spreading across both metropolitan and regional Iran. Before the first Nature Schools were started, detailed initial planning between academics and the government Environment Department and Education Ministry was undertaken which projected the roll-out of many more Nature Schools. The results of this study demonstrated that the establishment and growth pattern of the Iranian Nature Schools had different causes stimulating its commencement, how these schools released a new pedagogical practice for teachers, children and their families and how this movement offered an alternative curriculum in nature with school children outdoors. Thus, despite the eclipse of the Nature School movement, a longer time-frame indicates positive aspects, including the establishment of green or eco-schools and the institutionalization of the environmental focus in pre-school education. Many educators saw Nature Schools benefitting students' personal learning and academic development. Political concerns after several years of growth led to some closures and slowing down of the growth of Nature Schools in 2018-19. At the same time, a new national environmental curriculum was being embedded across all age-levels of schooling in Iran.

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Section: Resultsmentioning

confidence: 99%

Reconnecting Children with Nature: Foundation and Growth of the Nature Schools Movement in Iran

Burns¹,

Manouchehri²

2021

INTERDISCIPLINARY J ENV SCI ED

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“…Ilevbare et al [38] found a statistically significant association between environmental identity and quality of life of residents in the oil-producing community of Badagry, Nigeria. Some researchers suggest that significant life experiences, such as childhood experiences in nature, the experience of pollution or alterations to nature, and a love for the area in which a person is raised, etc., motivated certain individuals to take part in environmental activism [39,40]. However, as predicted by [41], humans are averse to environmental degradation, and consistent exposure may lead to degradation desensitization, which may be related to incessant oil pollution.…”

Section: Environmental Degradation and Environmental Identities In Th...mentioning

confidence: 99%

Environmental Identities and Attitude towards Crude Oil Pipeline Vandalism in Niger Delta Oil-Producing Communities

et al. 2023

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Environmental identities and attitude towards oil pipeline vandalism in Niger Delta oil-producing communities were examined to show whether low environmental identity is associated with an environmentally destructive attitude, as well as how such issues may be connected with incidents of oil pipeline vandalism in the area. A survey of youths (N = 603) from selected oil-producing communities in the Niger Delta area was conducted. A subset of the sample participated in focus group discussions, and ten experts were interviewed. Socioeconomic and demographic factors of participants were also investigated, as they might be associated with environmental identities and attitudes. The study found that the youths who scored medium to high on the environmental identity scale are more likely to be pro-environmental. There was also a significant association between gender and environmental identity scores. Occupation, education, and income levels were also associated with attitude towards oil pipeline vandalism. However, there was no significant association between environmental identity and attitude towards oil pipeline vandalism. The strong associations between socioeconomic factors, environmental identity, and attitude towards pipeline vandalism suggest that improved socioeconomic status may help to curb oil pipeline vandalism in the Niger Delta.

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Activists’ heterodoxic beliefs in fostering urban environmental education in Indonesia

Alam

2022

Local Development & Society

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Significant Life Experiences and Animal-Themed Education

Cited by 3 publications

References 39 publications

Reconnecting Children with Nature: Foundation and Growth of the Nature Schools Movement in Iran

Reconnecting Children with Nature: Foundation and Growth of the Nature Schools Movement in Iran

Environmental Identities and Attitude towards Crude Oil Pipeline Vandalism in Niger Delta Oil-Producing Communities

Activists’ heterodoxic beliefs in fostering urban environmental education in Indonesia

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