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ERIC Number: EJ881214
Record Type: Journal
Publication Date: 2010-Feb
Pages: 19
Abstractor: As Provided
Reference Count: 54
ISBN: N/A
ISSN: ISSN-1350-4622
Education for Sustainable Development and Normativity: A Transactional Analysis of Moral Meaning-Making and Companion Meanings in Classroom Communication
Ostman, Leif
Environmental Education Research, v16 n1 p75-93 Feb 2010
The purpose of the present article is to present and illustrate two different ways of analysing the normativity and discursivity of classroom communication during education for sustainable development (ESD). The two types of analysis can provide important knowledge for discussions of ESD in relation to morals and democracy. Both methods are based on pragmatism and the later works of Wittgenstein. The first approach was developed to examine the relationship between cultural and psychological processes in environmental ethical meaning-making. It draws on the endeavours of sociocultural research and cultural psychology to take the individual into account, or in other words, the intra-personal dimension of meaning-making, which is not usually the case in the analysis of ESD. The second method relates to the normativity of ESD. Dewey refers to the apparently implicit socialisation taking place during education as "collateral learning". We refer to the content included in subsidiary forms of learning as companion meaning, which either follows on automatically when teaching knowledge content, or becomes collateral learning when one learns scientific meanings. Such meanings can, for example, be concerned with the nature of knowledge and people's relations to nature. (Contains 8 notes.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; 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
Identifiers - Location: Sweden