This book provides an authoritative, yet accessible guide to the philosophy of education, its scope, its key thinkers and movements, and its potential contribution to a range of educational concerns. The text offers a balanced view of three key dimensions: first, in giving an equal weight to different styles and modes of philosophy; second, by including past and present perspectives on philosophy of education; and third, in covering both the general “perennial” issues in philosophy and issues of more contemporary concern.
Chapter 34: Education and the Environment
Education and the Environment
The issue of the environment and its relevance to education has been one of growing interest to philosophers of education over recent years. In particular, since the proposals of Agenda 21 (UNCED, 1992) through which some 170 signatory nations agreed to incorporate sustainable development into their educational curricula there has been a particular impetus to examine the aspirations and pedagogy of environmental education. But independently of this more recent, global and focussed official attention to environmental issues, education has often engaged with topics that have been considered environmental. There is a long, if sometimes patchy, history of such activities as nature study, outdoor education, urban studies and interest in the functional and aesthetic aspects of the school and ...