A Methodological Proposal for Environmental Education
This paper discusses methodological criteria for environmental education. The place of environmental education in the curriculum has led to its being considered as a dimension that should cut across different disciplines, instead of offering a corpus of contents by itself. Nevertheless, experience h...
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2005 |
| País: | México |
| Institución: | Universidad Autónoma de Zacatecas |
| Repositorio: | Repositorio Institucional Caxcán |
| Idioma: | inglés |
| OAI Identifier: | oai:http://ricaxcan.uaz.edu.mx:20.500.11845/256 |
| Acceso en línea: | http://hdl.handle.net/20.500.11845/256 |
| Access Level: | acceso abierto |
| Palabra clave: | CIENCIAS AGROPECUARIAS Y BIOTECNOLOGIA [6] info:eu-repo/classification/Educación ambiental info:eu-repo/classification/Desarrollo sustentable info:eu-repo/classification/Ecología info:eu-repo/classification/Ecology |
| Sumario: | This paper discusses methodological criteria for environmental education. The place of environmental education in the curriculum has led to its being considered as a dimension that should cut across different disciplines, instead of offering a corpus of contents by itself. Nevertheless, experience has shown that ecology has systematically filled up the contents of environ- mental education. In the following pages I try to explain: (a) the reasons why ecology has gained hegemony, as well as the limitations that this approach represents; (b) the place and evolution of the concept of Sustainable Development in relation to the ecological approach; and (c) the methodological importance of the distinction between technical and social relations as a way to improve on the ecological approach |
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