Department of Education, Unit Catalogue 2008/09 |
ED50315 Environmental education: philosophy and purpose |
| Credits: 12 |
| Level: Masters |
| Modular: no specific semester |
| Assessment: CW 100% |
| Requisites: |
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Aims: The aims of this unit are to develop within students a critical understanding of:
* historical, contextual and political perspectives on interest(s) in the philosophy and purpose of education and the environment, and the breadth and complexity of the tasks associated with it; * macro-, meso- and micro-level developments in theories of environmental learning in relation to policy and practice, in the context of broader issues, e.g. (national) curricula projects, roles and responsibilities of teachers, lifelong learning; * the various dominant, contemporary and implicit models of environmental education; their philosophical underpinnings, origins, purchase, and impact within the field and education more widely; * the impacts of the various models across different scales (locally, nationally, internationally), and factors, conditions or developments that weigh for or against them. Learning Outcomes: At the end of this unit students will be able to: * identify a range of educational responses to environmental issues; * comment critically on alternative approaches to environmental education; * develop a personal response to environmental imperatives in their own work as educators; * explore critically their own philosophy and practice, and their development, as environmental educators. Skills: Self-directed learning (F) Problem analysis, research and reflection (T/F/A) Problem-solving (F/A) Oral presentation (F) (where appropriate) Written communication (A) Integrated, cross-discipline understanding of issues relating to learning and environmental / social issues (F/A) Appreciation of the complex, multifaceted nature of learning in relation to social /environmental issues (F/A) Ability to research, synthesise and decide on the relevancy of knowledge and ideas to environmental learning (F/A) Key Skills 1. Make critical use of the literature of the field of Education (T/F/A). 2. Make critical use of professional experience in the field of Education (T/F/A). 4. Analyse, interpret and critique findings and arguments (T/F/A). 9. Demonstrate self-direction and originality in tackling and solving problems (T/F). 10. Evaluate research and variety of types of information and evidence critically, also making informed judgements in the absence of complete data (T/F/A) 12. Contribute to professional debate in the field of education (F). 13. Act autonomously in planning and implementing tasks at a professional level (F). 14. Communicate their conclusions clearly to specialist and non-specialist audiences (T/F). 15. Evaluate their own academic and professional performance (T/F/A). 16. Manage change effectively and respond to changing demands (F). 17. Manage time, prioritise workloads and recognise and manage personal emotions and stress (F). 18. Develop new or higher level skill, for example in information technology (F). Content: The unit will address a number of issues relating to: * Why 'education and the environment'? The roots of environmental education and its significance today: - are there tensions between EE as environmentalism and as education? why? * What 'education and the environment'? Philosophies and models of environmental education from around the world: - (how) do models of EE relate to unit participants&© philosophies and practice of environmentalism and education (from their past, now, for the future)? * Which 'education and the environment'? Developing theories, policies and practices in environmental education: - how might the evolution and status of alternative/competing approaches to EE be explained? * Where next for 'education and the environment'? Possibilities and perspectives in developing the philosophy and purpose of environmental education: - what are the resources and prospects for the philosophy and purpose of environmental education? |