Ethical Literacies and Education for Sustainable Development : Young People, Subjectivity and Democratic Participation

This book explores the ethical dimensions surrounding the development of education for sustainable development within schools, and examines these issues through the lens of ethical literacy. The book argues that teaching children to engage with nature is crucial if they are to develop a true understanding of sustainability and climate issues, and claims that sustainability education is much more successful when pupils are treated as moral agents rather than being passive subjects of testing and assessment. The collection brings together a range of fresh and creative perspectives on how issues around ethical literacies can be elaborated and expanded with regard to democratic sustainability education. The use of children ́s books in teaching about sustainability is carefully explored, as are the ethical and aesthetic dimensions of environmental education. Including an afterword by Arjen Wals, Professor of Transformative Learning for Socio-Ecological Sustainability, the book will be of great interest to students and researchers in the field of sustainability education. This Book Explores The Ethical Dimensions Surrounding The Development Of Education For Sustainable Development Within Schools, And Examines These Issues Through The Lens Of Ethical Literacy. The Book Argues That Teaching Children To Engage With Nature Is Crucial If They Are To Develop A True Understanding Of Sustainability And Climate Issues, And Claims That Sustainability Education Is Much More Successful When Pupils Are Treated As Moral Agents Rather Than Being Passive Subjects Of Testing And Assessment. The Collection Brings Together A Range Of Fresh And Creative Perspectives On How Issues Around Ethical Literacies Can Be Elaborated And Expanded With Regard To Democratic Sustainability Education. The Use Of Children ́s Books In Teaching About Sustainability Is Carefully Explored, As Are The Ethical And Aesthetic Dimensions Of Environmental Education. Including An Afterword By Arjen Wals, Professor Of Transformative Learning For Socio-ecological Sustainability, The Book Will Be Of Great Interest To Students And Researchers In The Field Of Sustainability Education. -- Provided By Publisher. Preface; Four Tracks; The Chapters; Research And Educational Practice; Acknowledgements; Contents; Abbreviations; List Of Figures; List Of Tables; Biographical Notes; Highlighting Ethics, Subjectivity And Democratic Participation In Sustainability Education: Challenges And Contributions; Introduction: Challenges Of Democratic Education; Classifying Ethics Education; Rationality And Prescriptive Dimensions Of Ethics Education; Modelling Categories Of Ethics Education; Education From Sustainability; Sustainability Education And The Transmission Of Values Aims And Outcomes, Processes And Resultsequality As A Prerequisite In The Relational Educational Process; Children As Knowledgeable Equals; Being And Becoming Sustainabilists; Discussion; Note; References; Philosophizing With Transdisciplinarity, Relational Knowledge And Ethics In Education For Sustainable Development; Introduction; Method; Epistemic Beliefs And Education For Sustainable Development; Relational Conceptualizations Of Education For Sustainability; Relational And Epistemological Aspects Of Knowledge And Knowing In Education For Sustainable Development Relational Ethics In The Transdisciplinary Approach To Sustainable Developmentindependent Self And Relational Being; The Educative Moment: Le Moment In An Educational Context; Conclusions; References; Pupils' Views On Moral Competence In School; Introduction; Previous Research; Theory; The Interviews; Interpretation; Findings; Reasons Why Some Pupils Abuse Others; Bad Circumstances At Home; A Need To Abuse Another; Feeling Forced To Abuse Another; Reasons Why Some Pupils Do Not Abuse Others; Ethical Responsibility; Reluctance To Be Told Off; The Teacher's Watching Eyes How To Prevent Pupils From Abusing Others Rules And Probation; Improve Pupils' Insight Regarding Consequences; Self-confidence And Trust In Class; Discussion; References; Discourses Of Available And Sustainable Lives: Ethical Literacy Offered To Tweens Through Fiction Reading; Theoretical Framework; Sustainability; Ethical Literacy; Expansion Of Ethical Literacy Through Fiction Reading; The Context Of Previous Research; Materials And Methods; The Contexts Of The Four Books; Available Lives: Discourses Of Communities And A Competent Actor; Greg Heffley's Journal; Room 213; The Silver Boy An Island In The Seathe Offered Available Lives Of The Four Books: A Brief Summary; Are The Offered Available Lives Also Sustainable Lives?; Ending Remarks; References; Fiction At School For Educational Purposes: What Opportunities Are Students Given To Act As Moral Subjects?; The School Context As A Discourse Of Acts; Children's Literature As A Repetition Of Acts; Studying Extracts From Children's Literature; Performing The Child Through Extracts In Textbooks; Extracts With Exercises In The Textbooks; Performativity Through Extracts Olof Franck, Christina Osbeck, Editors. Includes Bibliographical References (page 169) And Index. Front Matter....Pages i-xxiv Highlighting Ethics, Subjectivity and Democratic Participation in Sustainability Education: Challenges and Contributions....Pages 1-17 Philosophizing with Transdisciplinarity, Relational Knowledge and Ethics in Education for Sustainable Development....Pages 19-35 Pupils’ Views on Moral Competence in School....Pages 37-53 Discourses of Available and Sustainable Lives: Ethical Literacy Offered to Tweens Through Fiction Reading....Pages 55-72 Fiction at School for Educational Purposes: What Opportunities Are Students Given to Act as Moral Subjects?....Pages 73-84 An Aesthetic and Ethical Perspective on Art-Based Environmental Education and Sustainability from a Phenomenological Viewpoint....Pages 85-103 Challenging and Expanding the Notion of Sustainability Within Early Childhood Education: Perspectives from Post-humanism and/or New Materialism....Pages 105-126 Windows on a Changing World: Using Children’s Literature as an Aesth/Ethical Trope in Early Years Education for Sustainability....Pages 127-136 Aesthetic Experiences Related to Living Plants: A Starting Point in Framing Humans’ Relationship with Nature?....Pages 137-157 Closing Remarks....Pages 159-161 Back Matter....Pages 163-175 "This book explores the ethical dimensions surrounding the development of education for sustainable development within schools, and examines these issues through the lens of ethical literacy. The book argues that teaching children to engage with nature is crucial if they are to develop a true understanding of sustainability and climate issues, and claims that sustainability education is much more successful when pupils are treated as moral agents rather than being passive subjects of testing and assessment. The collection brings together a range of fresh and creative perspectives on how issues around ethical literacies can be elaborated and expanded with regard to democratic sustainability education. The use of childrenś books in teaching about sustainability is carefully explored, as are the ethical and aesthetic dimensions of environmental education. Including an afterword by Arjen Wals, Professor of Transformative Learning for Socio-Ecological Sustainability, the book will be of great interest to students and researchers in the field of sustainability education." -- OhioLink Annotation This book explores the ethical dimensions surrounding the development of education for sustainable development within schools, and examines these issues through the lens of ethical literacy. The book argues that teaching children to engage with nature is crucial if they are to develop a true understanding of sustainability and climate issues, and claims that sustainability education is much more successful when pupils are treated as moral agents rather than being passive subjects of testing and assessment. The collection brings together a range of fresh and creative perspectives on how issues around ethical literacies can be elaborated and expanded with regard to democratic sustainability education. The use of childrens books in teaching about sustainability is carefully explored, as are the ethical and aesthetic dimensions of environmental education. Including an afterword by Arjen Wals, Professor of Transformative Learning for Socio-Ecological Sustainability, the book will be of great interest to students and researchers in the field of sustainability education