Main Entry - Personal Name
Title Statement Naturmöten i pedagogiska verksamheter [Elektronisk resurs]
Publication, Distribution, etc. (Imprint)
Physical Description
Series Statement
Series Added Entry - Uniform Title
General Note Licenciate of Philosophy Filosofie licentiatexamen
Dissertation Note Lic.-avh. (sammanfattning) Örebro : Örebro universitet, 2020
Summary, etc The general public´s everyday encounters with nature have radically changed during the 20th century in industrial countries. Our relation towards nature in relation to environmental challenges is an important educational question, and this thesis investigates encounters with nature in educational practice. More specifically the aims are to investigate (i) how encounters with nature has been legitimated in the national curricula of Swedish school, and (ii) meaning making processes within pedagogical encounters with nature. In relation to the first aim a discourse analytical reading of the national curricula in Sweden is conducted. The results show that a scientific perspective of encounters with nature has been dominating during the last hundred years in the national curricula. In recent years, it is also more instrumental encounters that are expressed in the curricula, while students’ personal experiences and feelings are not focused in current curricula. Paper II and III examine moral meaning making in three different educational practices – Outdoor Education Centres, All-Weather Outdoor Schools and the Radical Outdoor movement. A multidisciplinary method is used in paper II, LEDmodel (Landscape, Ethical and Didactical). Paper III is based on the ethical tendency and language-game analyses. The results from these studies show that the educational purpose have an impact on moral processes in relation to nature. When the purpose is related to scientific knowledge there is often an instrumental relation towards nature in contrast to encounters that are more open. Open encounters instead seem to create relations that are built on a sense of responsibility and empathy. The results show that relations are created in different ways where some are more personal and built on emotion when other emotions are more based on stated rules or norms.
Index Term - Uncontrolled
Added Entry - Personal Name
Added Entry - Corporate Name
Supplement Parent Entry channel record IMP(SE-LIBR)8slwgd3l3nr04wj
Waiting
*00004203nmi a22005893a 4500
*00154894
*00520201028025650.0
*007c ||| |||||
*008201028s2020 sw |||||om|||o000 ||swe|c
*024 $ahttp://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-86603$2uri
*024 $aurn:nbn:se:oru:diva-86603$2urn
*035 $a(SE-LIBR)7lh764r3556p0n4t
*040 $aS$ea
*041 $aswe
*100 $aAndersson, Karin,$d1972-$4aut
*24510$aNaturmöten i pedagogiska verksamheter$h[Elektronisk resurs]
*264 1$bÖrebro universitet,$c2020
*300 $a162
*490 $aÖrebro Studies in Sport Sciences,$x1654-7535$x1654-7535 ;$v31
*500 $aLicenciate of Philosophy
*500 $aFilosofie licentiatexamen
*502 $aLic.-avh. (sammanfattning) Örebro : Örebro universitet, 2020
*506 $agratis
*520 $aThe general public´s everyday encounters with nature have radically changed during the 20th century in industrial countries. Our relation towards nature in relation to environmental challenges is an important educational question, and this thesis investigates encounters with nature in educational practice. More specifically the aims are to investigate (i) how encounters with nature has been legitimated in the national curricula of Swedish school, and (ii) meaning making processes within pedagogical encounters with nature. In relation to the first aim a discourse analytical reading of the national curricula in Sweden is conducted. The results show that a scientific perspective of encounters with nature has been dominating during the last hundred years in the national curricula. In recent years, it is also more instrumental encounters that are expressed in the curricula, while students’ personal experiences and feelings are not focused in current curricula. Paper II and III examine moral meaning making in three different educational practices – Outdoor Education Centres, All-Weather Outdoor Schools and the Radical Outdoor movement. A multidisciplinary method is used in paper II, LEDmodel (Landscape, Ethical and Didactical). Paper III is based on the ethical tendency and language-game analyses. The results from these studies show that the educational purpose have an impact on moral processes in relation to nature. When the purpose is related to scientific knowledge there is often an instrumental relation towards nature in contrast to encounters that are more open. Open encounters instead seem to create relations that are built on a sense of responsibility and empathy. The results show that relations are created in different ways where some are more personal and built on emotion when other emotions are more based on stated rules or norms.
*650 7$aMedical and Health Sciences$2hsv
*650 7$aHealth Sciences$2hsv
*650 7$aSport and Fitness Sciences$2hsv
*650 7$aMedicin och hälsovetenskap$2hsv
*650 7$aHälsovetenskaper$2hsv
*650 7$aIdrottsvetenskap$2hsv
*653 $aFriluftsliv
*653 $aUtomhuspedagogik
*653 $aNaturen
*655 7$agovernment publication$2marcgt
*700 $aÖhman, Johan,$d1961-$4ths
*700 $aQuennerstedt, Mikael,$d1966-$4ths
*710 $aÖrebro universitet$bInstitutionen för hälsovetenskaper$4pbl
*77208$ichannel record$wIMP(SE-LIBR)8slwgd3l3nr04wj
*830 0$aÖrebro Studies in Sport Sciences,$x1654-7535$x1654-7535 ;$v31
*85640$uhttp://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-86603$yFulltext
*85640$uhttp://oru.diva-portal.org/smash/get/diva2:1477807/FULLTEXT01$yFulltext
^
No reviews exists for this book.
Click here
to be the first to write a review.