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ERIC Number: EJ1247530
Record Type: Journal
Publication Date: 2019
Pages: 17
Abstractor: ERIC
ISBN: N/A
ISSN: ISSN-0095-8964
EISSN: N/A
Environmental Education under Siege: Climate Radicality
González-Gaudiano, Edgar J.; Meira-Cartea, Pablo Á.
Journal of Environmental Education, v50 n4-6 p386-402 2019
The present article gravitates around the radical dilemma in which the evolution of the current human civilization has placed us. This route derives from certain global problems, such as most notably climate change, which have exacerbated the magnitude and complexity of the known socio-environmental problems. Avoiding the most extreme scenarios requires us to promote urgent structural social changes aimed at reorienting the course followed by the dominant development model, by undertaking a deep socioecological transition in an extremely short time -- during the next 10 or 15 years --, or face an imminent collapse of civilization. During the last fifty years, conventional environmental education has remained anchored in a set of environmental issues and problems to whose resolution it has contributed little, by promoting pedagogical strategies of individual change that lacked the necessary socio-political substrate and prospective vision that should stem from the increasingly evident environmental and social complexity. What can environmental education offer in order to face these terrible conditions? What alternatives are there to promote a reflexive citizenship that can modify the collision course with the limits of the biosphere in which we live? What means and tools can be used as a contribution to at least mitigate the collapse, considering that education cannot do everything? These questions are addressed in this article.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A