华东师范大学学报(教育科学版) ›› 2023, Vol. 41 ›› Issue (12): 26-33.doi: 10.16382/j.cnki.1000-5560.2023.12.003

• 专题:面向生态正义的教育 • 上一篇    下一篇

生态教育学: 回顾与前瞻

洪如玉   

  1. 台湾嘉义大学教育学系,台湾嘉义 621302
  • 接受日期:2023-07-12 出版日期:2023-12-01 发布日期:2023-11-27

Ecopedagogy: Retrospect and Prospect

Ruyu Hung   

  1. Teachers College, Taiwan Chiayi University, Taiwan Chiayi 621302, China
  • Accepted:2023-07-12 Online:2023-12-01 Published:2023-11-27

摘要:

生态危机为当代人类共同面临之迫切问题,为因应此危机,20世纪末的教育学界出现 “生态” 转向并发展出 “生态教育学” 论述。“生态教育学” 的理论阵营可分为 “哲学生态教育学”与 “批判生态教育学”,前者源自于19世纪的哲学与自然文学,以 “生态爱”与 “生态智慧”为核心概念,后者形成于20世纪晚期,以 “批判教育学”为重要理论资源,特别关注生态正义与环境议题的政治、社会、经济面向的深层关系。“生态正义”概念可以说是“批判生态教育学”的核心与目标。本文爬梳 “生态教育学” 的理论脉络,以此为未来教育发展提供参照。

关键词: 生态教育学, 生态智慧, 生态爱, 生态正义

Abstract:

Ecological crisis is one of the most urgent challenges that all human beings are facing. In response, there was an “ecological turn” in education and thereby the movement of “ecopdagogy” was taking shape in the late 20th century. This paper discusses the background, the history of formation, and the main ideas of ecopedagogy. There are two main views in terms of ecopedagogy: philosophical and critical ecopedagogy. In the former view, “ecosophy” and “ecophilia” are the cardinal ideas. The formation of philosophical ecopedagogy consists in the nineteenth century transcendentalism and naturalist idyllic literature. In the latter view, “eco–justice” is the core idea. The development of critical ecopedagogy is grounded on critical theory and critical pedagogy that aim to disentangle the socio-political webbing from environmental problems. This article intends to describe the formation of ecopedagogy and its implications for educational practice.

Key words: ecopedagogy, ecosophy, ecophilia, ecojustice