CHI TIẾT NGHIÊN CỨU …
Tiêu đề
Overview
Tác giả
Karpa D.
Năm xuất bản
2010
Source title
Teaching Environmental Literacy: Across Campus and Across the Curriculum
Số trích dẫn
0
DOI
Liên kết
Tóm tắt
As outlined so far, environmental literacy encompasses a body of interdisciplinary knowledge including the social, economic, and ecological dimensions of human-environment interactions. We have suggested that this knowledge can be effectively organized around three broad themes: ecosystem services (or human dependence on ecosystems), ecological footprint (or human domination of ecosystems), and sustainability (or human alliance with ecosystems). We have also emphasized that being environmentally literate involves much more than merely being well-informed about the intertwined social, economic, and environmental questions of our age; the environmentally literate citizen also has the skills and the sense of engagement to make reasoned evaluations and to take action based on them. Thus, as we consider how to teach environmental literacy, we look for approaches that foster acquisition of the contextual information needed to assess issues, the conceptual, analytical, and action skills needed to interpret and apply new information, and, perhaps most importantly, a strong sense of place and connectedness to the world, both natural and social, to motivate action. In the essays in this section, each author describes an approach he or she has used outside of the traditional classroom context for promoting environmental literacy in these interconnected dimensions. Students who become environmentally literate citizens will have developed an understanding of disciplinary thinking from the sciences, humanities, and social sciences, and, importantly, the connections among them, much as is advocated in liberal learning initiatives. Moreover, cognitive skills that undergird environmental literacy are closely related to various definitions of "critical thinking." The action skills and connectedness that form such an important part of environmental literacy are not so different from the engagement and the social connectedness goals of teachers focused on civic engagement and cultural awareness. Thus, successful teaching of environmental literacy moves student proficiency along a wide range of learning priorities - liberal, critical, civic, and cultural - in a wide range of disciplines and in thoughtful engagement with the world beyond the university classroom. © 2010 by Indiana University Press. All Rights Reserved.
Từ khóa
Tài liệu tham khảo
Nơi xuất bản
Indiana University Press
Hình thức xuất bản
Book chapter
Open Access
Nguồn
Scopus