ECOCENTRIC AND ANTHROPOCENTRIC ATTITUDES TOWARD THE ENVIRONMENT PDF

We'd like to understand how you use our websites in order to improve them. Register your interest. With the emergence of education for sustainable development ESD , robust literature on ethics and ESD has emerged; however, ecocentric perspective developed within environmental ethics is marginalized in current ESDebate. The questions discussed in this article are as follows: Why is the distinction between anthropocentric and ecocentric view of environment salient to ESD? How can this distinction be operationalized and measured?

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We'd like to understand how you use our websites in order to improve them. Register your interest. With the emergence of education for sustainable development ESD , robust literature on ethics and ESD has emerged; however, ecocentric perspective developed within environmental ethics is marginalized in current ESDebate.

The questions discussed in this article are as follows: Why is the distinction between anthropocentric and ecocentric view of environment salient to ESD? How can this distinction be operationalized and measured? Until now, little has been done to address complement quantitative studies of environmental attitudes by qualitative studies, exploring the sociocultural context in which ecocentric or anthropocentric attitudes are being formed.

Neither of existing scales engaged with the interface between environmental ethics and sustainable development. This article will discuss ESD in the context of environmental ethics and present the results of the case study conducted with the Dutch Bachelor-level students.

Results of qualitative evaluation of the scale measuring ecocentric and anthropocentric attitudes will be presented, and the new Ecocentric and Anthropocentric Attitudes toward the Sustainable Development EAATSD scale will be proposed.

This is a preview of subscription content, log in to check access. Rent this article via DeepDyve. Indeed, racism in this view might be no more salient than conflicts between different subspecies of hyenas, and sexism could be compared to concerns about the slaughter of praying mantis male by post-coital female. There are notable exceptions to anthropocentric bias in ESD. One initiative that has been developed during the DESD that shows that these generalizations do not hold is a special issue of The Journal of Education for Sustainable Development the Earth Charter Volume 4, Number 2, , do emphasized ecological values and ethics and included articles referencing non-anthropocentric views of biodiversity e.

Sarabhai In the course, students and instructors explore traditional definitions of ethics and sustainability, which sets the stage for engaging with the Earth Charter and thinking beyond anthropocentric views. The study of literary words through the lens of the Earth Charter allows students the opportunity to broaden their listening to include the forgotten voices of the natural world and of our elders.

In view of these findings, originally two studies were reported by Thompson and Barton to develop the Ecocentric and Anthropocentric Attitudes towards the Environment scale EAATE will need to be further tested.

The study was conducted at the Logan International Airport in Boston. One hundred and twenty-nine respondents 58 females and 51 male completed the questionnaires, ranging in age from 19 to Some students who were generally sympathetic to ecocentrism actually preferred zoos—since they have never been to wildlife reserves. Generally, ecocentrically inclined students preferred not to go camping unless financially necessitated. This may have to do with the fact that Dutch camping implies groomed caravan parks with neither of the typical wilderness activities, such as open fires or fishing allowed.

Belief in resilience of nature and its strength was not necessarily seen as undermining ecocentric values. Students indicated that disregarding of their values and orientations, some animals, like monkeys, did seem human to them. Similarly, anthropocentrically inclined students still felt that humans are part of the ecosystem. Item 19 One of the most important reasons to keep lakes and rivers clean is so that people have a place to enjoy water sports has been changed to The most important reason to keep lakes and rivers clean is so that people have a place to have drinking water.

Why, for example, there were no statements that are so ecocentric that they place humans at a disadvantage? Examples would be:. Anderson, E. Tales best told out of school: Traditional life-skills education meets modern science education. Kopnina Ed.

New York: Nova Science Publishers. Google Scholar. Environmental Education Research, 17 2 , — Baines, K. Circles of value: Integrating Maya environmental knowledge into Belizean schools. Black, C. Documentary film. Lost People Films. Blum, N. Teaching science or cultivating values? Environmental Education Research, 15 6 , — Bodley, J. Victims of progress. Mountain View, CA: Mayfield. Bolscho, D. From environmental education to education for sustainable development in Germany.

Environmental Education Research, 12 1 , 7— Callicott, J. Moral monism in environmental ethics defended. In Beyond the land ethic: More Essays in environmental philosophy — Clayton, S. Models of justice in the environmental debate.

Journal of Social Issues, 56 3 , — Crist, E. Limits-to-growth and the biodiversity crisis, Wild Earth , Spring, pp. Crossley, M. Comparative and International research in education: Globalisation, context and difference. London: Routledge Falmer.

DesJardins, J. Invitation to environmental philosophy. New York: Thomson. Dietz, T. Environnemental values. Annual Review Environmental Resources, 30 , — Dunlap, R. The new environmental paradigm scale: From marginality to worldwide use. The Journal of Environmental Education, 40 1 , 3— Eckersley, R.

Green justice, the state and democracy. Paper presented at the environmental justice: Global ethics for the 21st century conference at Melbourne University.

Global environmental politics. Devetak, A. George Eds. Cambridge: Cambridge University Press. Ehrenfeld, D. The arrogance of humanism. New York: Oxford University Press. Fensham, P. Stockholm to Tbilisi—The evolution of environmental education. Prospects, 8 4 , — Ferry, L. The new ecological order. Fien, J.

Environmental Education Research, 6 2 , — Goldsmith, J. The winners and the losers. Goldsmith Eds. San Francisco: Sierra Club Books. Gonzalez-Gaudiano, E. Education for sustainable development: Configuration and meaning. Policy Futures in Education, 3 3 , — Goodpaster, K. On being morally considerable. Journal of Philosophy, 75 6 , — Gough, S. Higher education and sustainable development: Paradox and possibility. Abingdon: Routledge.

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Ecocentric and Anthropocentric Attitudes Toward the Environment

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