巫师与先知：国际环境教育的两种理念、倡议与教学模式的比较

doi:10.16382/j.cnki.1000-5560.2023.12.006

摘要/Abstract

摘要：

两种不同的环境科学观主导了应对生态危机之策：先知派强调节制和削减，追求人与自然的和谐共存；巫师派主张创造、进取和发展，通过技术创新化危为机。这一分歧也反映在不同的环境教育倡议中：UNESCO倡导的可持续发展目标和新社会契约与先知派自我约束和追求生态正义的理念相契合；而OECD的能力倡议与测量取向，则体现了巫师派所崇尚的技术主义和工具理性。这种分歧形塑了环境教育的不同实践路径：一是强调发展亲环境意识和价值观的规训模式，二是聚焦环境科学素养和高阶能力的赋能模式。两种路径在理论和实践上存在融合的可能性，其平衡和整合有助于构建可持续未来。

关键词: 环境教育, 生态正义, 技术乐观主义, 高阶能力, 巫师与先知

Abstract:

Two distinct environmental science perspectives dominate strategies for addressing the ecological crisis. The Prophets emphasize restraint and reduction, advocating for a harmonious coexistence between humans and nature, while the Wizards champion creation, ambition, and development, transforming threats into opportunities through technological innovation. This divergence is also mirrored in various environmental education initiatives. UNESCO’s advocacy for Sustainable Development Goals and a new social contract aligns closely with the Prophet’s emphasis on self-restraint and the pursuit of ecological justice. In contrast, the OECD’s capability initiative and its metric-driven approach reflect the Wizards’ reverence for technocentrism and instrumental rationality. This ideological split has further molded two distinct paths in environmental education practices: one emphasizing the cultivation of eco-friendly awareness and values, termed the disciplinary model, and the other focusing on nurturing environmental scientific literacy and advanced competencies, known as the empowerment model. There is a possibility of merging the two approaches in theory and practice, and their balance and integration can help build a sustainable future.

Key words: environmental education, ecological justice, technological optimism, higher-order abilities, Wizard and Prophet.

伍绍杨, 彭正梅. 巫师与先知：国际环境教育的两种理念、倡议与教学模式的比较[J]. 华东师范大学学报(教育科学版), 2023, 41(12): 58-73.

Shaoyang Wu, Zhengmei Peng. Wizard and Prophet: A Comparative Study of Two Philosophies, Initiatives, and Pedagogical Models in International Environmental Education[J]. Journal of East China Normal University(Educational Sciences), 2023, 41(12): 58-73.

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E-STEM课程设计：水资源短缺"

E-STEM环境议题：水资源短缺
一、识别与分析问题 1. 议题引入：观看全球水资源危机的纪录片，再配合与地理信息系统（GIS）的地图工具，使学生对世界各地的水资源分布有更深入的了解。 2. 实地考察：组织学生前往当地河流、水库或湖泊，进行现场观察和数据收集。结合所学的化学知识，测试水质和水量。 3. 小组探讨：针对所收集的数据，分析当地（或某个面临缺水危机的城市）的水资源短缺原因，并研究其背后的科学机制。知识强化：地理学与信息科学：利用GIS工具进行水资源的可视化。　　　　环境化学：动手实验，测试水质和分析各种污染物来源。　　　　生态系统学：通过模拟实验，展示水短缺对特定生态系统的影响。
二、提出解决方案 1. 技术研究：结合在线资源、实验室访问和专家讲座，让学生了解不同的水资源管理技术的原理以及适用条件。 2. 创意工坊：针对特定问题情境，引导学生结合STEM知识，利用设计思考方法，开展小组头脑风暴，设计初步解决方案，并制作简易模型或草图。知识强化：工程学——认识高效灌溉系统、雨水收集技术和建设储水设施等水资源管理技术。　　　　环境化学——海水淡化和污水处理技术，如反渗透、蒸馏等。
三、评估和选择最优方案 1. 方案展示：每组学生采用多媒体工具，展示他们的设计思路、方案原理和预期效果。 2. 方案评估：全班进行评审，提出问题并讨论各种方案的可行性、经济性、技术难度和潜在影响。 3. 数学模拟：利用专业软件，如MATLAB或Python，为各个方案建立数学模型，模拟效果并分析成本效益。知识强化：工程学——设计水资源管理方案，考虑实施的可行性和影响。　　　　数学——使用复杂的数学工具进行真实世界的模拟和预测。
四、测试与改进 1. 原型制作：学生使用3D打印、材料科学和简单工具，制作他们方案的实际原型或模型。 2. 实验室测试：利用先进的传感器和数据记录工具，在实验室环境下测试原型，记录关键数据，如水流速度、水质等，观察其实际效果和可能的问题。 3. 迭代改进：根据测试数据，分析原型存在的问题，并进行必要的修改和优化。知识强化：工程学——通过动手实践，了解如何将设计思路转化为真实世界的应用。应用3D打印和智能传感器技术。数学——利用统计学方法，对原型测试数据进行深入分析。

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	发展观	人与自然的关系	对技术的态度	应对问题的方式	对未来的预期	治理方式
先知派	节制去增长	人是自然的一部份人与自然和谐相处	技术是问题制造者	通过降低消费缓解和预防问题	保守/悲观主义衰败主义叙事	政府强制限制市场
巫师派	绿色增长经济逻辑	万物为人所用人类中心主义	技术是灵丹妙药或救世主	通过技术创新解决问题	技术乐观主义进步主义叙事	自由市场政府引导

单元主题：祖先宝藏——利用土著知识保护环境
与SDGs之间的联系：减少不平等；和平、正义与强大的机构；可持续城市与社区
模块	引导性问题	活动及其材料
背景与问题：文化传统与新挑战	?原住民面临什么环境问题？ ?他们如何保护自己的文化？	?通过影像资料，深入了解原住民（比如，俄罗斯的涅涅茨人、亚马逊的瓦奥拉尼人）的生活和他们对自然的知识 ?完成工作表，并制作相关的宣传海报
旧识今用：原住民的智慧	?原住民的传统文化如何有助于环境保护？ ?你所在地区有哪些有对环境友好的传统？	?了解两个经典案例：墨西哥人利用阿兹特克的“漂浮花园”使红树林起死回生;巴拿马原住民在森林中建立“可可农业”，制作出美味的巧克力 ?通过访谈，了解你所在地区有哪些有利于环境保护的传统和习俗
以新技术发扬旧传统	?如何利用现代手段保护古老传统？	?角色扮演再呈现案例：巴西原住民使用手机程序保护栖息地 ?对“生物多样性：保护南非的可食昆虫”这一主题，设计广告宣传
环境保护在行动	?我能够做哪些力所能及的事情？	?批判性阅读：《弓箭与智能手机之间的文化战争》，理解原住民文化与社交媒体之间的互动 ?观看影片“哥伦比亚：土著年轻人为保护自己的家园而战”之后，开展创意写作，介绍保护环境的创造性方法

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[2]	游韵, 余沐凌. 在“人类世”危机中构建“共同世界教育学”——联合国教科文组织《学会与世界共同生成：为了未来生存的教育》评述[J]. 华东师范大学学报(教育科学版), 2023, 41(12): 46-57.