This article discusses the way humans value nature, with a focus on the way they value nature aesthetically. Of particular interest are the values of children and adolescents and the role of ...aesthetics in scientific studies. The discussion is based on philosophical writings, especially aesthetic sources, and current environmental education empirical research. Our aim is to show the necessity the science lessons have of an unambiguous aesthetic dimension. With flexible teaching methods that partly take place outdoor, the students' own values and aesthetic experiences become a prompting starting point for understanding humankind’s role in nature.
This article discusses the way humans value nature, with a focus on the way they value nature aesthetically. Of particular interest are the values of children and adolescents and the role of ...aesthetics in scientific studies. The discussion is based on philosophical writings, especially aesthetic sources, and current environmental education empirical research. Our aim is to show the necessity the science lessons have of an unambiguous aesthetic dimension. With flexible teaching methods that partly take place outdoor, the students' own values and aesthetic experiences become a prompting starting point for understanding humankind’s role in nature.
The aim of this chapter is to explore the role of ecosystems in sustainability transitions. The chapter begins by identifying global challenges in relation to business and management and comparing ...the emerging conceptual landscape of sustainability governance and corporate social responsibility. Then, it explores sustainability transitions as a system-level phenomenon and discusses the opportunities that ecosystems open for innovation in this context. The findings suggest that ecosystems open new insight into the present discussion on sustainability transitions. By enabling novel forms of collaboration and governance, ecosystems allow solution-specific innovation, development, and realisation of innovative value propositions influencing the wider industry and society. Furthermore, this chapter argues that ecosystems can support more sustainable forms of production, knowledge creation, and business activities. This chapter contributes to both management and sustainability transitions theory by showing how the current discourses on sustainability governance and corporate social responsibility call for novel forms of governance, collaboration, and co-creation of knowledge across geographical and socio-economic boundaries. The conclusion is that ecosystems offer a promising construct for inducing the collaboration among diverse agents to enable innovation for mitigating global challenges. Lastly, this chapter suggests that to validate these claims, further research is needed to establish how ecosystems may be governed and evolve over time.
One of the most legendary educational books ever written is Jean-Jacques Rousseau’s “Émile ou de l’Education”. Most obviously Rousseau wrote this book guided by diverse more or less conscious ...purposes and one of the main problems it presents is paradoxical: Does education have to promote freedom by force? In this article I will, firstly, present several aims that might have triggered Rousseau to write “Émile”. Secondly, I will discuss Rousseau’s view of the so called “educational paradox”. Since this quandary touches the topic of many other of his books, I will discuss “Émile” along with Rousseau’s other works and thus place his educational story in his “great narrative”.
One of the most legendary educational books ever written is Jean-Jacques Rousseau’s “Émile ou de l’Education”. Most obviously Rousseau wrote this book guided by diverse more or less conscious ...purposes and one of the main problems it presents is paradoxical: Does education have to promote freedom by force? In this article I will, firstly, present several aims that might have triggered Rousseau to write “Émile”. Secondly, I will discuss Rousseau’s view of the so called “educational paradox”. Since this quandary touches the topic of many other of his books, I will discuss “Émile” along with Rousseau’s other works and thus place his educational story in his “great narrative”.
Sustainability issues are intricate in nature and difficult to address without careful consideration. Among the most urgent sustainability problems, if not the most serious, is human-caused climate ...change. It is an example of a so-called wicked problem, mainly due to its significant complexity and lack of precise boundaries. Solving this extremely complex problem requires knowledge from various academic fields and areas of society. Consequently, addressing climate change requires cross-disciplinary approaches and crosscurricular teaching. One approach to crosscurricularity is through "socio-scientific issues." Thus, the aim of this chapter is to discuss climate change as an example of a wicked problem and a socio-scientific issue. We argue for the importance and urgency of including climate change in education. Based on a review of previous research and Finnish policy documents, we present alternative routes to a crosscurricular teaching approach more generally. The Finnish example addresses a wicked problem in an upper secondary curriculum context. With this example, we aim to highlight crucial didactical elements built on a cross- and transcurricular approach. Our conclusion is that wicked problems such as climate change necessitate changes in subject teacher education and the teaching practice in upper secondary schools to tackle the complexity from both scientific and social perspectives.
This chapter discusses climate change as an example of a wicked problem and a socio-scientific issue. It argues for the importance and urgency of including climate change in education. The chapter highlights crucial didactical elements built on a cross- and trans-curricular approach. Education needs to shift toward stronger cross-curricularity to meet the demands of climate change. In addition to cross-curricularity, there have been research-based and political requests for educational actions to identify solutions to the climate change dilemma. Accordingly, critical reflection, knowledge, and understanding are all considered cornerstones of climate change education. This is important because critical reflection without knowledge of scientific research methods may result in waning confidence in science. One of the main motives for the integration of science with other disciplines is to promote both critical-thinking and problem-solving skills, which are considered crucial to climate change education.
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