Transitions: Educational Reforms that Promote Ecological Intelligence or the Assumptions Underlying Modernity?
| dc.contributor.author | Bowers, C. A. | |
| dc.date.accessioned | 2009-02-23T23:19:28Z | |
| dc.date.available | 2009-02-23T23:19:28Z | |
| dc.date.issued | 2008 | |
| dc.description | 203 p. | en |
| dc.description.abstract | Table of Contents: Introduction Chapter 1 Conceptual Steps to Ecologically Sustainable Educational Reforms Chapter 2 E. O. Wilsonâ s Drift into Scientism: The Challenge Facing Science Educators Chapter 3 The Environmental Ethic Implicit in Three Theories of Evolution Chapter 4 Why the Lakoff and Johnson Theory of Metaphor Marginalizes the Cultural Issues Related to the Ecological Crises Chapter 5 Revitalizing the Cultural Commons or an Individualized Approach to Planetary Citizenship: The Choice Before Us Chapter 6 The Case Against John Dewey as an Environmental and Eco-Justice Philosopher Chapter 7 Why a Critical Pedagogy of Place is an Oxymoron Chapter 8 The Double Bind of Environmentalists Who Identify Themselves as Liberals Chapter 9 The Real Failure of University Faculty Chapter 10 Rethinking Social Justice Issues Within an Eco-Justice Conceptual and Moral Framework Chapter 11 Suggestions for a State-Wide Approach to Ecologically Sustainable Educational Reforms Chapter 12 What Should be Included in Teacher Education Programs in an Era of Global Warming | en |
| dc.identifier.uri | https://hdl.handle.net/1794/8618 | |
| dc.language.iso | en_US | en |
| dc.title | Transitions: Educational Reforms that Promote Ecological Intelligence or the Assumptions Underlying Modernity? | en |
| dc.type | Book | en |