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This article discusses the way humans value nature, with a focus on the way they value nature aesthetically. Of particular interest are the values of children and adolescents and the role of aesthetics in scientific studies. The discussion is based on philosophical writings, especially aesthetic sources, and current environmental education empirical research. Our aim is to show the necessity the science lessons have of an unambiguous aesthetic dimension. With flexible teaching methods that partly take place outdoor, the students' own values and aesthetic experiences become a prompting starting point for understanding humankind’s role in nature.
Lili-Ann Wolff; Pia Sjöblom. Det är inte enbart frågan om nomenklatur: Naturvetenskap och estetik. Studier i Pædagogisk Filosofi 2017, 5, 38 -61.
AMA StyleLili-Ann Wolff, Pia Sjöblom. Det är inte enbart frågan om nomenklatur: Naturvetenskap och estetik. Studier i Pædagogisk Filosofi. 2017; 5 (2):38-61.
Chicago/Turabian StyleLili-Ann Wolff; Pia Sjöblom. 2017. "Det är inte enbart frågan om nomenklatur: Naturvetenskap och estetik." Studier i Pædagogisk Filosofi 5, no. 2: 38-61.
This article describes an interview study on Finnish upper secondary school students' values of nature. Even if the Finnish adolescents' interest in nature has decreased, most of the interviewees in this study regarded nature as worthy of maintenance. They valued nature for its material, aesthetic, and recreational values, as well as its diversity and future value, and because of their holistic view of nature. The nature values of the students were complex. Therefore, we suggest education that supports their value development through deliberation, authentic involvement, and outdoor activities.
Pia Sjöblom; Lili-Ann Wolff. “It wouldn't be the same without nature”—The value of nature according to Finnish upper secondary school students. The Journal of Environmental Education 2017, 48, 322 -333.
AMA StylePia Sjöblom, Lili-Ann Wolff. “It wouldn't be the same without nature”—The value of nature according to Finnish upper secondary school students. The Journal of Environmental Education. 2017; 48 (5):322-333.
Chicago/Turabian StylePia Sjöblom; Lili-Ann Wolff. 2017. "“It wouldn't be the same without nature”—The value of nature according to Finnish upper secondary school students." The Journal of Environmental Education 48, no. 5: 322-333.
Sustainability is internationally often emphasized as an essential aim of higher education, but more as a principle than on the practical level. This is also obvious in the academic education of primary teachers in Finland. Therefore, it is a great challenge for Finnish teachers to include sustainability in their teaching and everyday life in schools. The aim of this article is to critically analyze why the implementation of sustainability in teacher education is so intricate and to discuss possible solutions with Finland—a country highly valued for its education—as an example. The article reports outcomes from educational policy documents and research on educational, philosophical, scientific and social aspects of sustainability, including evaluation of how sustainability has been implemented in schools and at universities, especially among teacher educators. In addition, the article builds on analyses of comprehensive university strategies and primary school teacher education programs. We found these reasons for the ignoring of sustainability in the Finnish teacher education: sustainability is in conflict with overall trends in society and politics, teacher education takes place at universities and is based on separate academic disciplines. Sustainability is also intricate because it is strongly connected to ecological literacy and it is value dependent. Universities need to overcome these obstacles and become forerunners in the sustainability process.
Lili-Ann Wolff; Pia Sjöblom; Maria Hofman-Bergholm; Irmeli Palmberg. High Performance Education Fails in Sustainability? —A Reflection on Finnish Primary Teacher Education. Education Sciences 2017, 7, 32 .
AMA StyleLili-Ann Wolff, Pia Sjöblom, Maria Hofman-Bergholm, Irmeli Palmberg. High Performance Education Fails in Sustainability? —A Reflection on Finnish Primary Teacher Education. Education Sciences. 2017; 7 (1):32.
Chicago/Turabian StyleLili-Ann Wolff; Pia Sjöblom; Maria Hofman-Bergholm; Irmeli Palmberg. 2017. "High Performance Education Fails in Sustainability? —A Reflection on Finnish Primary Teacher Education." Education Sciences 7, no. 1: 32.