dc.creator | Hovardas, T. | en |
dc.date.accessioned | 2015-11-23T10:30:11Z | |
dc.date.available | 2015-11-23T10:30:11Z | |
dc.date.issued | 2013 | |
dc.identifier | 10.1007/s11191-012-9493-1 | |
dc.identifier.issn | 0926-7220 | |
dc.identifier.uri | http://hdl.handle.net/11615/28514 | |
dc.description.abstract | The aim of the paper is to make a critical reading of ecocentrism and its meta-scientific use of ecology. First, basic assumptions of ecocentrism will be examined, which involve nature's intrinsic value, postmodern and modern positions in ecocentrism, and the subject-object dichotomy under the lenses of ecocentrism. Then, we will discuss implications for environmental education and ecology education including a contradistinction between the instrumental and the emancipatory approach and the study of socio-scientific issues. An outline of protected areas as a socio-scientific issue, which is informed by the emancipatory approach, will be presented in the final part of the paper. | en |
dc.source.uri | <Go to ISI>://WOS:000319769600011 | |
dc.subject | CRITICAL THINKING | en |
dc.subject | SUSTAINABLE DEVELOPMENT | en |
dc.subject | SOCIOSCIENTIFIC ISSUES | en |
dc.subject | SCIENCE-EDUCATION | en |
dc.subject | VALUES AWARENESS | en |
dc.subject | FOREST-RESERVE | en |
dc.subject | CONSERVATION | en |
dc.subject | ANTHROPOCENTRISM | en |
dc.subject | FRAMEWORK | en |
dc.subject | KNOWLEDGE | en |
dc.subject | Education & Educational Research | en |
dc.subject | History & Philosophy Of Science | en |
dc.title | A Critical Reading of Ecocentrism and Its Meta-Scientific Use of Ecology: Instrumental Versus Emancipatory Approaches in Environmental Education and Ecology Education | en |
dc.type | journalArticle | en |