Identification as Incentive to Care: Pre-service Teachers’ Orientation Towards Inclusion in Nature
This study proposes identification with nature as a pedagogical technique in teacher education for sustainability to facilitate commitment to care about nonhuman nature, such care being an important underpinning of an inclusive and hence sustainable human-nature relationship. 29 pre-service teachers...
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| Format: | Article |
| Language: | English |
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Sciendo
2015-12-01
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| Series: | Discourse and Communication for Sustainable Education |
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| Online Access: | https://doi.org/10.1515/dcse-2015-0008 |
| Summary: | This study proposes identification with nature as a pedagogical technique in teacher education for sustainability to facilitate commitment to care about nonhuman nature, such care being an important underpinning of an inclusive and hence sustainable human-nature relationship. 29 pre-service teachers participated in a series of learning activities which involved using identification with nature combined with creative forms of expression such as eco-story and eco-poetry to reflect on the human-nature relationship. Findings from qualitative content analyses of student-generated creative writings and subsequent evaluations of the proposed learning experience support the use of identification in learning about human-nature relationships to promote care for and inclusion in nature through nuanced awareness of similitude between the human and the nonhuman. |
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| ISSN: | 2255-7547 |