An Evolutionary-Ecological Perspective in Teacher Education: A Transdisciplinary Approach in Ecopedagogy

Journal of Teacher Education for Sustainability 2024
Ilga Salīte, Liene Briede, Oksana Ivanova, Eugeniusz Świtała, Aleksandrs Boče

The article seeks to answer the question “Can ecopedagogy mitigate the impact of unsustainable education?” The aim of the article is a phenomenological and hermeneutical reflection on some issues relevant to ecopedagogy at the beginning of the Anthropocene era, when education policy, its governance, the transformation of the holistic approach into a more holistic one and the biological origins and deep cosmological roots of the human species have started to diminish. These and other wicked problems have been used in a reflexive participatory action research setting, which was initiated in 2000 for the development of a teacher program and a reflexive ecopedagogy course.

Keywords
Anthropocene, ecocentrism, evolutionary-ecological phenomenon, transdisciplinary approach, emergent recursion, ecological identity
DOI
10.2478/jtes-2024-0023
Hyperlink
https://sciendo.com/article/10.2478/jtes-2024-0023

Salīte, I., Briede, L., Ivanova, O., Świtała, E., Boče, A. An Evolutionary-Ecological Perspective in Teacher Education: A Transdisciplinary Approach in Ecopedagogy. Journal of Teacher Education for Sustainability, 2024, Vol. 26, No. 2, pp.211-227. e-ISSN 1691-5534. Available from: doi:10.2478/jtes-2024-0023

Publication language
English (en)