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Jickling, Bob; Sauve, Lucie; Briere, Laurence; Niblett, Blair; Root, Emily – Canadian Journal of Environmental Education, 2010
This paper contextualizes the 5th World Environmental Education Congress, discusses the theoretical underpinnings of the Congress theme "Earth Our Common Home," and relates this theorizing to the research project that was woven through the Congress. We provide a rationale for engaging in this research project, as an invitation for…
Descriptors: Foreign Countries, Environmental Education, Research Projects, Intellectual Disciplines
Jickling, Bob – Canadian Journal of Environmental Education, 2004
I propose that for ethics to become a normal activity, practiced by citizens on a daily basis, we begin by identifying barriers to this activity. Once things that get in the way have been identified, I examine ways that environmental educators can create conditions for ethics to become part of mainstream practices and processes of inquiry--to…
Descriptors: Environmental Education, Ethics, Barriers, Ethical Instruction
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Naess, Arne; Jickling, Bob – Canadian Journal of Environmental Education, 2000
Employs a dialogical style to explore the interface between Arne Naess's views about deep ecology and education. Themes examined include the educational implications of the 'deep' questioning process and other formulations of environmental thought. (DDR)
Descriptors: Cultural Pluralism, Elementary Secondary Education, Environmental Education, Foreign Countries
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Hart, Paul; Jickling, Bob; Kool, Richard – Canadian Journal of Environmental Education, 1999
Suggests that rather than establish normative criteria, it may be more fruitful to find ways to engage teachers in critical reflection on their own practice and teaching. Constructs a series of questions to create conditions for such reflection. (Author/CCM)
Descriptors: Environmental Education, Reflective Teaching, Science Education, Science Teachers
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Jickling, Bob – Canadian Journal of Environmental Education, 1997
Argues that defining environmental education not only entails more than just critiquing definitions of this field, but more fundamentally, critiquing the process by which education is defined. Concludes that definitions should be thought of as processes in which teachers, administrators, and scholars are all participants. Contains 40 references.…
Descriptors: Elementary Secondary Education, Environmental Education, Foreign Countries