The<i>Lord of the Rings</i>– a<i>mythos</i>applicable in unsustainable times?

Morgan, Alun

doi:10.1080/13504621003613111

Cited by 13 publications

(4 citation statements)

References 16 publications

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“…Jestliže se dlouhodobě využívá dětská literatura pro hlubší uvědomování si role přírody v životě člověka a pro osvojování si environmentálních postojů, např. u popisů přírody v knize Robinson Crusoea (Soetaert, Top, & Eeckhout, 1996) či za využití environmentálně výchovných aspektů mytologické představivosti knihy J. R. R. Tolkiena Pán prstenů (Morgan, 2010), zdá se, že v českém prostředí mohou Foglarovy knihy plnit obdobnou roli. V našem projektu jsme se nezaměřovali na obsahovou analýzu přírodních či environmentálních otázek v příbězích Foglarových knih, ale zajímalo nás, zda si čtenáři nejenom uvědomují možnosti výchovných impulsů pobytu v přírodě, ale zda je převádějí do svého reálného života.…”

Section: Diskuseunclassified

Tematika výchovy v přírodě v díle Jaroslava Foglara pohledem pedagogických pracovníků

Macků¹,

Němec²,

Jirásek³

2022

PedOr

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Texty Jaroslava Foglara zasáhly několik generací čtenářů a opakovaně podnítily i zájem odborné veřejnosti. Dílčí výsledky, které popisujeme v tomto příspěvku, jsou součástí komplexního dotazníkového šetření (n = 1 174) s cílem popsat míru ovlivnění dílem J. Foglara; zejména jsme zjišťovali, které aspekty díla respondenti nejvíce oceňovali a které z nich následně aplikovali v reálném životě. Celkem se jednalo o 15 možných oblastí, z nichž jsme do analýzy pro tuto studii vybrali čtyři, které se nejvíce dotýkají tématu „výchova v přírodě“ – pobyt v přírodě a táboření, emotivní vnímání popisů přírody a krajiny, skupinovou soudržnost a celostní seberozvoj. Zjistili jsme, že respondenti s pedagogickou zkušeností významněji aplikují jednotlivé aspekty Foglarova díla. Toto poznání jsme identifikovali jak u respondentů z řad profesionálních pedagogů, tak i dobrovolných instruktorů, vedoucích a lektorů. Nejzásadnějším způsobem dílo J. Foglara ovlivnilo skauty, a to i přes skutečnost, že žádný z textů ani jiných prvků Foglarova výchovného systému nemá své zastoupení v oficiálním výchovném programu Junáka.

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Section: Diskuseunclassified

Tematika výchovy v přírodě v díle Jaroslava Foglara pohledem pedagogických pracovníků

Macků¹,

Němec²,

Jirásek³

2022

PedOr

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“…Titled 'environmental criticism's future', Buell's (2005) WasonEllam (2010), Korteweg, Gonzalez, and Guillet (2010) and Morgan (2010). Any hint enlightened than those silenced by the processes and outcomes of colonization.…”

Section: Children's Literature and The Realities Of Environmental Edumentioning

confidence: 99%

Openings for researching environment and place in children’s literature: ecologies, potentials, realities and challenges

Reid

Payne

Cutter-Mackenzie

2010

Environmental Education Research

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This not quite 'final' ending of this special issue of Environmental Education Research traces a series of hopeful, if somewhat difficult and at times challenging, openings for researching experiences of environment and place through children's literature. In the first instance, we draw inspiration from the contributors who have authored, often autoethnographically, some of the art and craft of their respective ecopedagogies and research efforts. We then proceed with a reminder of the lurking presence of fear found in some of the articles published here and elsewhere, opening up the fear factor at large in broader everyday, social, political and global discourses to further scrutiny and a more optimistic quest when engaging children's literature, its risks and its hopes. Our aim here, as noted in the Editorial, is to develop the discourse and practice of environmental education research in this area. Thus, we also explore how children's literature has a pedagogical place in the positive social construction of intergenerational ethics focusing on how and what, and in what ways, textual and visual messages can be passed on to that next generation, and how and what they might take up creatively and imaginatively, in practice and conceptually. To do this, we offer thoughts on how children's literature might draw selectively from broader aspects of the ecoliterature and humanities, and finally, on the basis of this collection, present a series of possible research issues and further deliberations to broadly nurture the development of research in this area. Not quite once upon a timeI have argued that it is through narrative that we create and re-create selfhood, that self is a product of our telling and not some essence to be delved for in the recesses of subjectivity. There is now evidence that if we lacked the capacity to make stories about ourselves, there would be no such thing as selfhood.Dysnarrativa, a severe [neurological] impairment in the ability to tell or understand stories … is deadly for selfhood … The construction of selfhood, it seems, cannot proceed without a capacity to narrate.Once we are equipped with that capacity, we can produce a selfhood that joins with others, that permits us to hark back selectively to our past while shaping ourselves for *Corresponding author.

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“…'s (1984) analysis of it in Peter Pan and the impossibility of children's Literature (arguing that, for example, 'Golden Age' authors were centrally concerned with the complexities of children's agency), Gubar frames this anthropocentrically rather than with ecological or socio-ecological considerations in mind. Also, in focusing on recent texts on children's literature, this is not to forget that young adult/juvenile/ adolescent literatures have also received similar treatments; while some texts, such as Where the wild things are and Alice's adventures in Wonderland have continued to attract new generations of young readers in the decades since their initial publication, and this has often been triggered by film versions -see Morgan (2010) too. 3.…”

Section: And They All Lived Happily Ever After …? or Did They?mentioning

confidence: 99%

Editorial

Cutter-Mackenzie

Payne

Reid

2010

Environmental Education Research

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Not so long ago, a well overdue clean out of the garage and its accumulated 20 years of family life stored in an array of deteriorating boxes led Phil, one of the co-editors of this special issue, to reflect on the glorious story that might be told by those forgotten artefacts. But, it was time for this bloke to reclaim the garage as his 'shed.' 1 However, what my partner and I had expected to be only a few short hours of sorting donations for a local charity shop and recycling depot was soon capsized: we had stumbled our way into something far more absorbing. The boxes held many story books and, thus, parenting memories of what we had read and showed to our child as a baby, a toddler, a young child and the ones she read later as she became textually and visually literate. As we opened successive boxes with a I wonder what's in this one? on our silent lips, we found ourselves re-inspecting each book with much shared 'memory work' about the stories we had read, time and time again, to our then child. Shifting gear, a morning's labour became a nostalgic engagement with things past and with fondly remembered 'once upon a times'. We were re-imagining what we valued most in our parenting. And what we thought about the future. Needless to say, many of the boxes of books were returned to the rapidly diminishing prospect of an uncluttered shed. For we now thought that many of those story books could be read once more, even time and time again, to an imaginary child of our daughter should she one day become a parent.

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TheLord of the Rings– amythosapplicable in unsustainable times?

Cited by 13 publications

References 16 publications

Tematika výchovy v přírodě v díle Jaroslava Foglara pohledem pedagogických pracovníků

Tematika výchovy v přírodě v díle Jaroslava Foglara pohledem pedagogických pracovníků

Openings for researching environment and place in children’s literature: ecologies, potentials, realities and challenges

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