The Deep Ecology Movement: Origins, Development, and Future Prospects (Toward a Transpersonal Ecosophy)

The deep ecology movement, which began with Arne Naess’ introduction of the term in 1972, is compared with other movements for social responsibility that developed in the 20th century. The paper discusses Naess’ cross-cultural approach to characterizing grassroots movements via platform principles that can be supported from a diversity of cultures, worldviews, and personal philosophies, and explains his use of “ecosophy.” The deep ecology movement’s relationship with ecopsychology, ecocriticism, and humanistic and transpersonal psychology is described as part of an emerging synthesis referred to as transpersonal ecosophy. The inquiry concludes with a technical discussion of Naess’ Apron Diagram and reflections on the future of the movement in light of widespread concerns about global warming and destruction of cultural and biological diversity

Fieldwork@40: fieldwork in geography higher education

This is an Accepted Manuscript of an article published by Taylor & Francis in Journal of Geography in Higher Education on 9th September 2018, available online: 10.1080/03098265.2018.1515187Fieldwork is the most powerful learning invitation in the toolkit of Geographical Education. This review of papers in The Journal of Geography in Higher Education (JGHE) suggests seven modes in the development of fieldwork. These are arrayed as a kind of historical, perhaps evolutionary, sequence but most remain current in Geography fieldwork practice. At the far end (1960s) of the sequence are didactic modes that are teacher centred and use the field as an adjunct to the classroom, in the middle (1990s) are modes that involve active learning and focus on the development of students as investigators and at the near end (2010s) are those that centred on the field study area and its qualities, that involve concern about the ethics of student engagement and that employ blended learning technologies. The review charts the JGHE’s gradual shift away from its original, almost exclusively, UK-focus toward something rather more international and inclusive. Fieldwork is where Geographers learn “from doing” Geography to “do” Geography. Its special attributes include providing experiential, sometimes transformative, learning through the immersion of the learner in the field experience. In 40 years, JGHE has helped Geography Fieldwork move from the margins of the curriculum to its current place at its core

Future Scenarios and Environmental Education

This article explores a number of questions about visions of the future and their implications for environmental education (EE). If the future were known, what kind of actions would be needed to maintain the positive aspects and reverse the negative ones? How could these actions be translated into the aims of EE? Three future scenarios are discussed: the limits to growth (the great tragedy and demise); sustainable development and ecological modernization (hope and innovation); and the Anthropocene park. These scenarios are linked to corresponding EE/ESD approaches and instrumentalism in education is argued as a morally justifiable goal. Finally, education for deep ecology is advocated in order to address the ethical implications of the last scenario.FSW – Publicaties zonder aanstelling Universiteit Leide