Izobraževati med veliko transformacijo

Odnosnost in transformativno trajnostno izobraževanje

Avtorji

  • Elizabeth A. Lange Tehnološka univerza v Sydneyu, Inštitut za trajnostno prihodnost, Avstralija
  • Joy Kcenia Polanco O'Neil Univerza v Wisconsinu, Združene države
  • Katie E. Ross Tehnološka univerza v Sydneyu, Inštitut za trajnostno prihodnost, Avstralija

DOI:

https://doi.org/10.4312/as/9692

Ključne besede:

velika transformacija, ločevalna paradigma, odnosna paradigma, transformativno trajnostno izobraževanje, ekološko žalovanje

Povzetek

Velikanski zgodovinski premiki, ki jih doživljamo v tem času, pod vprašaj postavljajo »običajen način, kako počnemo stvari«, in vodijo do eksistencialnih vprašanj o preživetju človeštva. Prav obdobja velikanskih sprememb pa so tista, v katerih se lahko razvije nekaj kompleksnega in življenjsko pomembnega. V članku raziskujemo, kako je dominantna ločevalna paradigma ustvarila trenutne razdiralne okoliščine v naravi in družbi. Posamezniki in družbe so potopljeni v ločevalno paradigmo in posledično destruktivni, saj se ne zavedajo relacijske, odnosne narave našega sveta. Obravnavamo vseobsegajočo dinamiko ločevalne paradigme in pri tem kritično opredelimo, kako obstoječi učni procesi, tudi izobraževanje o trajnosti, to paradigmo vedno znova reproducirajo. Kot možno rešitev predstavimo odnosno paradigmo, pa tudi implikacije odnosnih načinov spoznavanja in bivanja, s prepletanjem teorije in osebnih zgodb. Ob koncu zarišemo možnost za svetovnonazorsko transformacijo na področju izobraževanja, zlasti v okviru transformativnega trajnostnega izobraževanja.

Prenosi

Podatki o prenosih še niso na voljo.

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Objavljeno

19.04.2021

Kako citirati

Lange, E. A., Polanco O’Neil, J. K., & Ross, K. E. (2021). Izobraževati med veliko transformacijo: Odnosnost in transformativno trajnostno izobraževanje. Andragoška Spoznanja, 27(1), 23–46. https://doi.org/10.4312/as/9692