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This article suggests that environmental ethics can have great relevance for environmental ethical content analyses in environmental education and education for sustainable development research. It is based on a critique that existing educational research does not reflect the variety of environmental ethical theories. Accordingly, we suggest an alt...
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... can position friluftsliv as a vehicle for value change (Andersson & Öhman, 2015;Klima-og miljødepartementet, 2016;Kronlid & Öhman, 2013;Naess, 1989;Öhman & Sandell, 2016) toward a metaphysical holism (Løvoll & Saether, 2022) that views nature's systems not purely as scientific processes but as an ecological whole to which humanity is a part and ethically obligated (Naess, 1986(Naess, /2005(Naess, , 2008bRothenberg, 1993;Sessions, 1974). These existential implications underscore the intrinsic value both of nature itself and of friluftsliv as a way to foster this value. ...
The anthropogenic effects of climate change and environmental degradation are well-known, and the trajectory of ways of living responsible for this decline must evolve to avoid destruction of the hapless – human and non-human alike. The Nordic practice of friluftsliv – outdoor recreation steeped in appreciation of nature – may offer a contribution to constructive change. Manifold permutations of friluftsliv exist today, but it initially developed with counter-culture ideals of the Romantic era alongside the fear–pleasure mix of the sublime that only nature can inspire. This study – a master’s thesis – combined theory and philosophy typical of qualitative research together with established attitudinal instruments into a quantitative, online survey to investigate the presence of the sublime in contemporary friluftsliv and any association it might have with environmental perspectives of anthropocentrism, apathy, and ecocentrism among friluftsliv persons of the North (n = 73). Through statistical analysis, experience of the sublime in friluftsliv associated positively with ecocentrism (β1 = 0,65; p = 7,1 × 10−12) and negatively with anthropocentrism (β1 = −0,25; p = 0,056) and apathy (β1 = −10,34; p = 0,0047) thereby reinforcing norms. Inquiry also addressed the plural character of friluftsliv experiences with incorporation of several covariates. Results are discussed alongside theory and self-critique.
... Sustainability and environmental education. The study recognizes the role of future classrooms in promoting sustainability and environmental education to foster ecological consciousness (Kronlid & Öhman, 2013). It highlights the importance of nurturing students' understanding of environmental issues and encouraging sustainable practices. ...
The design of future classrooms has become a topic of great priority as technology and pedagogy continue to evolve. However, there is a lack of consensus on the different designs of future classrooms that can support diverse learning needs and styles. Therefore, this rapid review explores the various learning space designs and learning methods, aiming to provide insights into the development of effective learning environments that promote student engagement and success. The methodology section presents the search strategy, selection criteria, and data extraction and analysis. Key findings indicate various physical (e.g. library, laboratory) and digital learning environments (e.g. social media platforms), and several teaching and learning approaches, such as teacher-led, student-centered, collaborative, or technology-enhanced. This chapter presents key environments and methods, and their potential impact on future classroom design. The study offers a significant map for both scholars and practitioners to overview key elements in the design of future learning spaces and methods.
... One of the major challenges faced in promoting teaching of Climate Change Education is lack of funding which could be used to effectively prepare them for the current challenges such as climate change. Many studies acknowledge inadequate funding as one of the main barriers to effective teaching and learning MLNRs 2020; Ahove, 2014; Kronlid, 2009;Martin, Summers & Sjerps-Jones, 2007). Further as observed by Phiri et al. (2022) that corruption in the education sector is very likely to occur where teachers receive little or late pay that forces them to look elsewhere for resources no longer provided by their salaries creating a barrier to effective learning in schools. ...
... Literature in the academic community around climate change may be said to have been saturated with scientific research data on the effects, mathematical models, and projections of climate change (Kronlid, 2009) because such research activities have a fair share of funding, especially in developed countries. However, funding remains a challenge to implement Climate Change Education on the ground as was the case in this study. ...
... 735). These examples attest to the fact that there is a need to deal with the phenomenon of invasive species, its effects, and consequences in a different way educationally [51][52][53][54]. ...
... The struggle experienced by the fifth-graders with real-time nature conservation is rare [52], seminal [28] and reveals ethical issues related to the biodiversity crisis in general and the issue of invasive species in particular, which is a complex moral dilemma [20,38,53]. The controversy over invasive species is not only a scientific dilemma, but a scientific social dilemma [10,13,20,38,42]. ...
... This shift signifies a transformation in the students' mindset concerning the necessary approach for addressing invasive species. Certainly, the introduction of an educational program rooted in humanistic ecological principles led to a noteworthy shift in the sphere of education addressing invasive species [20,36,52]. ...
The green school in northern Israel has embraced an eco-humanist approach with the aim of mitigating the animosity displayed by fifth-grade students towards invasive species. This antipathy arose due to the negative impact of these invasive species on a local species that the students were monitoring as a component of their environmental education curriculum. Therefore, the purpose of this study was to examine to what extent, if at all, there is a difference in the ethical attitude of the 188 fifth-grade students (10–11 years old) towards the conflict between the Lesser Kestrel (local species) and the Myna (invader species) and the solution to this conflict following the change to an eco-humanist teaching approach. The study, based on content analysis methodology of written self-reflection, and thematic analysis indicated that the fifth-graders’ knowledge was not adversely affected, but the solutions they proposed for resolving the conflict between the Myna and the Lesser Kestrel were more holistic, ethical, and moral after adopting the eco-humanist approach. Eco-humanism encourages an ethical attitude and environmental responsibility toward nature’s fate, including invasive species.
... Reflecting on power relations. To rephrase: At the heart of sustainability-related education, a tension always emerges between the urgency of the environmental and climate crisis and the associated pressure to act, on the one hand, and the conviction that it is wrong to impose a certain way of (sustainable) thinking and acting on young people (Kronlid and Öhman 2013). A recurring critique in this context is, that education for sustainability makes education and the individual responsible for saving our world, while the global systems remain growth-oriented and non-sustainable (cf. ...
Transformative education for sustainability aims to engage students with environmental issues and concerns in a way that enables them to actively shape the future in terms of a social-ecological transformation. But which solutions and which individual and political actions are appropriate and “sustainable” in areas such as mobility, nutrition, energy supply, urban planning, etc.? In this regard, factual and ethical controversies as well as multifaceted uncertainties exist in science, politics, and society. In the sense of an emancipatory education the one “right” way of individual, collective, and political action can therefore rarely be taught. This educational challenge leads to a different question: How can students be empowered to deal with these uncertainties and to contribute to shaping an ecologically and socially just future? This article aims to answer this question with reference to pedagogical and didactical theory and thus identify guidelines to foster transformative learning in educational contexts.
... In addition to the tripartrite model of moral concerns (i.e., ecocentric, anthropocentric, egocentric), possible underlying justifications of environmental moral considerations (e.g., aesthetical concerns, ecojustice issues) were used to investigate PSTs' environmental moral reasoning patterns. This choice was based on our desire to examine the complex structure of environmental moral reasoning in a more robust and possibly effective way (Kronlid & Öhman, 2013;Wiseman & Bogner, 2003). Our presupposition acknowledges that empirical data would likely result in additional environmental moral reasoning categorizations beyond the ones proposed in the tripartrite model. ...
... Our presupposition acknowledges that empirical data would likely result in additional environmental moral reasoning categorizations beyond the ones proposed in the tripartrite model. Accordingly, we acknowledge that environmental moral orientations are a combination of a variety of motivations, concerns, or moral considerations (Kronlid & Öhman, 2013). Therefore, we were open to the formation of environmental moral reasoning categories different from the theoretical classifications of the tripartite model of moral concerns and their respective justifications. ...
... In using this approach, researchers can include multiple variables in a moral dilemma scenario and even make changes to them. This advantage allows researchers to gain a more holistic view about the elements of moral psychology (e.g., moral reasoning, moral decision-making) of their subjects (Christensen & Gomila, 2012), and avoids the "trap" of identifying environmental moral reasoning as a linear unidimensional continuum (Kronlid & Öhman, 2013). Another advantage of using moral dilemmas is the opportunity it creates for readers to experience moral conflicts from many perspectives and contributes to the moral development of students when used in classrooms (Upright, 2002;Zeidler, 1984). ...
The purpose of this study was to test predictability of environmental moral reasoning patterns of preservice science teachers (PSTs) by their epistemological beliefs and values. Four environmental moral dilemma scenarios that reflect different environmental moral dilemma situations taking place in four outdoor recreation contexts (i.e., hiking, picnicking, fishing, camping) were used to trigger and examine environmental moral reasoning of PSTs. Centers of moral concerns (i.e., ecocentric, anthropocentric, egocentric) and underlying reasons of environmental moral considerations (e.g., aesthetical concerns, justice issues) were used to investigate PSTs' environmental moral reasoning patterns. Data were collected from 1524 PSTs enrolled in six universities located in Central Anatolia region of Türkiye. A path model was proposed to test relationships of PSTs' epistemological beliefs and values to their environmental moral reasoning for each environmental moral dilemma scenario. Results indicated good-fit between study data and the path model tested for each environmental moral reasoning scenario. Variances in environmental moral reasoning scores that were explained by the path models had small to medium effect size values of 0.06 to 0.26. Statistical significance and direction of the tested
... Yücel Işıldar & Yıldırım, 2010;Tanrıverdi, 2010;Güler, 2010;Kaya, Çobanoğlu & Artvinli, 2011;Kronlid & Öhman, 2013;Güven, 2014;Nasibulina, 2015;Ergün & Çobanoğlu, 2017;Bielefeldt et al., 2018;Boca & Saraçlı, 2019;Topkaya & Doğan, 2019;Bacakoğlu & Taş, 2020;Kopnina, 2020;Walsh, Böhme & Wamsler, 2021;Tekiroğlu & Hayır Kanat, 2021). ...
This research has been examined in terms of determining the views and ethical perceptions of students studying at middle school, high school and university levels towards the environment and sustainability. The research was carried out with a total of 150 students, 50 students from each education level. The interview form for the environment and sustainability developed by the researcher was used as a data collection tool in the research. As a result of the research, it was determined that the students' environmental awareness and ethical perceptions were high, but they had insufficient knowledge within the scope of sustainability. It is thought that the research data will be an example for future studies on the interdisciplinary environment or sustainability concepts.
... For example, climate change raises questions about the moral value of humans (such as whether we have moral obligations vis-à-vis past and future generations, geographically, those emotionally and mentally close to us) and the appropriate relationship between humans and the rest of nature (including nonhuman animals) (cf. Kronlid and Öhman 2013). A climate-changed world has direct and worrying implications for gender, racial and global justice, because those who are least responsible for causing climate change are the most affected by its effects and consequences Sund and Pashby 2020). ...
This article draws on a philosophical critique of the problems of denial in the face of the climate crisis and the call for an education that deals with the root causes of social and environmental injustice in depth. To respond to this radical critique in concrete educational practice, there is a need for an understanding of moral learning that also considers the problems of denial and the role of the teacher in these learning processes. We therefore propose a transactional model grounded in Dewey's pragmatic philosophy that explains how denial hinders the process of moral learning but also describes how teachers can offer moments of resistance that interrupt denial and challenges and transform moral habits. Finally, we discuss the implications of a transactional perspective and the need for making moral progress by reflectively revising our moral habits in the face of overlapping environmental and social injustice crises.
... The latter conceptualisation of values corresponds to the environmental ethical conceptual framework of Kronlid and Ohman (2013). The framework distinguishes between values based on different ontological perspectives of how humans relate to the non-human world. ...
... According to Kronlid and Ohman (2013), the framework can be applied in three ways: (1) In a normative application, it is used to substantiate why a particular (sub-) position should be favoured before others. For instance, argue whether nature should or should not be respected as a moral object; (2) Using the framework descriptively means describing certain states of affairs concerning the moral dimension of material. ...
... As we indicated above, the distinction between value-oriented and relation-oriented environmental ethics is largely based upon different ontological perspectives of how humans relate to the non-human world (Kronlid & Ohman, 2013). A major critique on value-oriented environmental ethics of a prescriptive ethical nature, is that from this perspective the idea of the world consisting of two different spheres is perpetuated. ...
In this qualitative case study we examined the impact of a specially-designed classroom intervention for a group of 15–16-year-old Dutch biology students’ use of values in contemplating five socioscientific issues in the human-nature context. The students worked in small groups to support various aspects of their morality. An ethical matrix was used as a heuristic to explore different arguments and moral values from different perspectives. The collected data consisted of written assignments, group conversations, and individual interviews. The results show that students’ use of values differed from one issue to another. The values they used in their moral decision-making indicated that the influence of the intervention activities, aimed at enhancing a relationship between moral agent (student) and moral object (topic), was limited. The study provides evidence that the intervention positively conduced to students’ cognition of the values that are personally relevant. Recommendations for further theorization, research and practice are discussed.
... Shulman's (1987) work on teacher cognition, especially teacher knowledge, was helpful in analysing the teachers' biodiversity knowledge, whereas literature on environmental discourses and metaphors was needed to analyse what was said about biodiversity. Many of the teachers' narratives revealed their values and ethics, and so the researcher turned to a framework developed by Kronlid and Öhman (2012) to analyse different environmental ethics positions. These guiding theories and the concepts associated with them are outlined below and summarised in Figure 1. ...
... Did they seek to develop their learners' ethical commitment to protect biodiversity? For this, the researcher drew on Kronlid and Öhman's (2012) framework for analysing ethical responses to the natural world. Many environmental ethics frameworks represent anthropocentrism (a humancentred position) and bio-or ecocentrism (a nature-centred position) as a simplified 'either/or' debate. ...
... The metaphors that the teachers used reflected their perception of biodiversity as continuous, good, beautiful and economically stable. All three teachers valued biodiversity but in different ways, for different reasons: for its systemic, transformative and demand value, and because it meets basic human needs (Kronlid & Öhman 2012). All three teachers expressed the belief that humans dominate over other forms of life on Earth, although one expressed concern that such domination is not good for the environment, while another was of the opinion that, although people's self-interest, business, economic and religious interests do result in animals being killed, there is no need for concern since animals reproduce. ...
Like many national curricula around the world, South Africa’s curriculum is rich in environment and sustainability content. Despite this, environmental teaching and learning can be challenging for educators. This comes at a time when Sustainable Development Goal 4 via Target 4.7 requires governments to integrate Education for Sustainable Development into national education systems.
Teaching and Learning for Change is an exploration of how teachers and teacher educators engage environment and sustainability content knowledge, methods, and assessment practices – an exposition of quality education processes in support of ecological and social justice and sustainability.
The chapters evolve from a ten-year research programme led out of the DSI/NRF SARChI Chair in Global Change and Social Learning Systems working with national partners in the Fundisa for Change programme and the UNESCO Sustainability Starts with Teachers programme. They show the integration of education for sustainable development in teacher professional development and curricula in schools in South Africa. They reveal how university-based researchers, teachers and teacher educators have made theoretically and contextually reasoned choices about their lives and their teaching in response to calls for a more sustainable world in which education must play a role.
Teaching and Learning for Change will be of interest to education policymakers in government, advisors and educators in educational and environmental departments, NGOs and other institutions. It will also be of interest to teacher educators, teachers and researchers in education more generally, and environment and sustainability education specifically.
