International Handbook of Research on Environmental Education

作者:Dillon, Justin; Brody, Michael; Stevenson, Robert

页数:592

出版时间:2013-3

价格:$ 135.54

isbn号码:9780415892391

具体描述

The environment and contested notions of sustainability are increasingly topics of public interest, political debate, and legislation across the world. Environmental education journals now publish research from a wide variety of methodological traditions that show linkages between the environment, health, development, and education. The growth in scholarship makes this an opportune time to review and synthesize the knowledge base of the environmental education (EE) field. The purpose of this 51-chapter handbook is not only to illuminate the most important concepts, findings and theories that have been developed by EE research, but also to critically examine the historical progression of the field, its current debates and controversies, what is still missing from the EE research agenda, and where that agenda might be headed. Published for the American Educational Research Association (AERA).

作者简介

Robert B. Stevenson is Professor and Tropical Research Leader (Environmental Sustainability Education) in The Cairns Institute and School of Education and Director of the Centre for Research and Innovation in Sustainability Education at James Cook University in Australia. He is an executive editor of the Journal of Environmental Education and has served on the editorial boards of all the major English language journals in environmental education. Bob’s research has focused on the relationships among theory, policy and practice in environmental/ sustainability education and its history and marginalized status as an educational reform in K-12 schools. His current research interests focus on the current and potential spaces and approaches for learning about issues of sustainability and how schools, peers, and the electronic media are being used and can be constructively used to work toward a more sustainable and just society.

Michael Brody is a faculty member in the College of Education, Health and Human Development at Montana State University, where he teaches courses in science, education and research at the graduate and undergraduate levels. He received his Ph.D. from Cornell University in science & environmental education, Master of Science in Biology from the University of New Hampshire and Bachelor of Science in Biology and Secondary Education from Boston College. He is a research associate of the Museum of the Rockies in Bozeman, Montana and received the North American Association of Environmental Education Outstanding Contributions to Research Award.

Justin Dillon is Professor of Science and Environmental Education at King's College London. He is head of the Science and Technology Education Group and co-leader of the Centre for Research in Education in Science, Technology, Engineering and Mathematics. His research interests include science engagement in museums, science centres and botanic gardens, learning outside the classroom, students' interests and aspirations, and teacher identity and development. Justin was Chair of AERA's Ecological and Environmental Education special interest group from 1998-99. He was elected president of the European Science Education Research Association from 2007-11 and was elected a fellow of the Linnean Society of London in 2005.

Arjen E.J. Wals is a Professor of Social Learning and Sustainable Development at Wageningen University in The Netherlands. He also holds an Adjunct Professorship at Cornell University and is a UNESCO Chair in the same field. His research focuses on learning processes that contribute to a more sustainable world. Wals obtained his PhD in 1991 with a Fulbright fellowship at the University of Michigan in Ann Arbor under the guidance of the late Bill Stapp, one of the founding fathers of the field of Environmental Education. Wals maintains a blog at www.transformativelearning.nl.

Review

"This enormous International Handbook of Research on Environmental Education appears with the collaboration of the American Educational Research Association (AERA); it comprises 51 commissioned chapters within nine sections written by noted scholars in Environmental Education based in a variety of countries. As underlined by the co-editors, “contributions include philosophically and empirically grounded research (of all genres) that critically examines the conceptualization, discourses, policies, programs, processes, structures, and research approaches to Environmental Education in the broadest sense.” - Yves Laberge, Electronic Green Journal

"The International Handbook of Research on Environmental Education is a fascinating exploration of the purpose and methods of environmental education and sustainability education." - Teachers College Record

用户评价

这本书的装帧设计实在是太精美了，厚重的硬壳封面，触感温润，光是捧在手里就有一种庄严的历史感和学术的厚重感。内页纸张的选择也相当考究，米白色的纸张，墨色浓淡适中，阅读起来眼睛非常舒适，长时间研读也不会感到疲劳。从排版上看，编辑团队显然下了不少功夫，字体大小、行间距、页边距都把握得恰到好处，既保证了信息的密度，又没有给人以压迫感。光是翻阅这本书，就能感受到出版方对学术成果的尊重，以及对读者体验的重视。这种细致入微的制作工艺，让人忍不住想把它摆在书架最显眼的位置，成为书房中的一件艺术品。我个人非常看重书籍的物理属性，因为它直接影响了阅读的体验和心境，而这本手册在这一点上，无疑是做到了极致，提供了一种近乎仪式感的阅读享受。

阅读这本书的过程，仿佛经历了一场漫长而富有启发性的学术对话。不同的作者，来自不同的地域和学科背景，他们之间的观点碰撞和相互补充，构建了一个极为丰富的知识网络。比如，我惊喜地发现，在讨论完技术层面的可持续发展指标后，紧接着就是对“技术乐观主义”的深刻反思和对“去增长”理念的探讨。这种结构上的张弛有度，既保证了对主流议题的覆盖，又不失对边缘思潮的关注。整本书的脉络梳理下来，我能清晰地感受到当代环境教育领域正在经历的深刻转型——从早期的知识普及，转向现在的复杂系统思维和社会转型驱动力研究。它提供了一个高质量的“快照”，记录了当前研究的最前沿动态和未来可能的发展方向，极大地更新了我对该领域的整体认知框架。

作为一位长期从事政策咨询工作的人士，我最关注的是工具性和可操作性。这本书的某些章节，比如关于“基于社区的适应性管理（CBAM）的教育干预模型”，提供了极其详尽的操作指南和评估框架。它清晰地列出了从初期需求评估到后期效果监测的每一个步骤，甚至细化到了数据收集方法的推荐和伦理考量。这种详尽程度，几乎可以把它当作一本高级项目管理手册来使用。它不是空泛地提出理想化的教育目标，而是切实地关注了如何在资源有限、政治敏感的环境下，将理论转化为实际有效的社区行动。对于一线项目负责人来说，这种脚踏实地的指导价值，是无法用语言衡量的。

我花费了大量时间仔细研读了其中关于“全球南方环境伦理学”的章节，其论述的深度和广度，远超我以往接触的任何同类文献。作者不仅仅停留在对西方中心主义环境理论的批判层面，而是深入挖掘了后殖民语境下，发展中国家特有的生态智慧和知识体系。文章结构严谨，逻辑链条清晰有力，每一个论点都有坚实的理论基础和充分的实证支撑，尤其是一些案例分析，选取得极具代表性和启发性，让我对区域性的环境冲突有了全新的理解视角。我特别欣赏作者那种勇于挑战既有范式的学术勇气，敢于直面复杂性，不轻易下结论，而是引导读者一同进入更深层次的思辨。对于任何希望进行跨文化环境研究的学者来说，这部分内容绝对是不可或缺的基石。

这本书的编辑团队似乎采用了非常开放和包容的视角来组织内容，这从目录的编排上就可见一斑。它似乎有意避免了将环境教育简单地划分为“科学教育”或“政策倡导”的传统二元对立框架。我发现其中有一篇探讨“环境记忆与地方性叙事”的文章非常引人入胜，它巧妙地将叙事学、人类学与环境感知结合起来，探讨了社区如何通过讲述自身与自然环境互动的故事来建构身份认同和环境责任感。这种跨学科的融合，极大地拓宽了“环境教育”的边界，使其不再局限于课堂教学，而是渗透到社会建构和文化传承的各个层面。这种融会贯通的处理方式，让整本书读起来充满活力，避免了技术手册可能带来的枯燥感。

看了一年多，是翻来覆去看了又看的书

看了一年多，是翻来覆去看了又看的书

看了一年多，是翻来覆去看了又看的书

看了一年多，是翻来覆去看了又看的书

看了一年多，是翻来覆去看了又看的书