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Viewpoint: Why I Don't Want My Children to Be Educated for Sustainable Development

Viewpoint: Why I Don't Want My Children to Be Educated for Sustainable Development vl E W P 0 I N T Why I Don’t Want My Children To Be Educated for Sustainable Development BOB JICKLING Education’s (NAAEE’s) 1990 con- One of the problems in environ- here is considerable debate about ference in San Antonio. Amid dis- mental education has been the fail- T the merits of sustainable develop- ment and the actions it requires; it is cussions about quantitative, qualita- ure of its practitioners to reconcile tive, and action research, talk about definitions of environmental educa- a contested concept (e.g., Huckle, 1991; Disinger, 1990). As we enter philosophical analysis was conspic- tion with an a priori conception of the 19!3Os, this term has become, for uous by its absence. The lack of at- education. It would seem peculiar, many, a vague slogan susceptible to tention to educational philosophy, if not logically incoherent, to speak manipulation. For some, it is log- and the research methods employed of environmental education in a way ically inconsistent. For others, there by philosophers, has been an im- that was not consistent with a are concerns that efforts to implement pediment to the development of en- broader concept of education. It is sustainable development will obscure vironmental education. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png The Journal of Environmental Education Online Taylor & Francis

Viewpoint: Why I Don't Want My Children to Be Educated for Sustainable Development

Viewpoint: Why I Don't Want My Children to Be Educated for Sustainable Development

The Journal of Environmental Education Online , Volume 23 (4): 4 – Jul 1, 1992

Abstract

vl E W P 0 I N T Why I Don’t Want My Children To Be Educated for Sustainable Development BOB JICKLING Education’s (NAAEE’s) 1990 con- One of the problems in environ- here is considerable debate about ference in San Antonio. Amid dis- mental education has been the fail- T the merits of sustainable develop- ment and the actions it requires; it is cussions about quantitative, qualita- ure of its practitioners to reconcile tive, and action research, talk about definitions of environmental educa- a contested concept (e.g., Huckle, 1991; Disinger, 1990). As we enter philosophical analysis was conspic- tion with an a priori conception of the 19!3Os, this term has become, for uous by its absence. The lack of at- education. It would seem peculiar, many, a vague slogan susceptible to tention to educational philosophy, if not logically incoherent, to speak manipulation. For some, it is log- and the research methods employed of environmental education in a way ically inconsistent. For others, there by philosophers, has been an im- that was not consistent with a are concerns that efforts to implement pediment to the development of en- broader concept of education. It is sustainable development will obscure vironmental education.

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References (8)

Publisher
Taylor & Francis
Copyright
Copyright Taylor & Francis Group, LLC
ISSN
1940-1892
eISSN
0095-8964
DOI
10.1080/00958964.1992.9942801
Publisher site
See Article on Publisher Site

Abstract

vl E W P 0 I N T Why I Don’t Want My Children To Be Educated for Sustainable Development BOB JICKLING Education’s (NAAEE’s) 1990 con- One of the problems in environ- here is considerable debate about ference in San Antonio. Amid dis- mental education has been the fail- T the merits of sustainable develop- ment and the actions it requires; it is cussions about quantitative, qualita- ure of its practitioners to reconcile tive, and action research, talk about definitions of environmental educa- a contested concept (e.g., Huckle, 1991; Disinger, 1990). As we enter philosophical analysis was conspic- tion with an a priori conception of the 19!3Os, this term has become, for uous by its absence. The lack of at- education. It would seem peculiar, many, a vague slogan susceptible to tention to educational philosophy, if not logically incoherent, to speak manipulation. For some, it is log- and the research methods employed of environmental education in a way ically inconsistent. For others, there by philosophers, has been an im- that was not consistent with a are concerns that efforts to implement pediment to the development of en- broader concept of education. It is sustainable development will obscure vironmental education.

Journal

The Journal of Environmental Education OnlineTaylor & Francis

Published: Jul 1, 1992

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