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A New Approach to Ecological Education

Engaging Students’ Imaginations in Their World

Gillian Judson

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Index 179

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Index A Abram, D., 31, 82 abstract binary oppositions, 41–42, 48– 49, 111-112, 161–162 abstract reality, 46–47 Activeness principle, 65, 67–73 —and the subjunctive/verb tenses, 71 —and patterns (symmetry and tessellations), 72–73 affinity for nature, 14–15, 76, 83–84 agency, 79, 165 Alberta Ministry of Education, 17 anomalies, 46, 161, 165 anthropocentrism—see human- centeredness Ardoin, N. M., 74–75 Argast, S., 121 association with heroes, 37, 44–45, 52– 53,161, 164 authority, 46, 161, 166 B Bailey, K., 2 Barkman, R., 94 Barlow, Z., 11 Barrows, A., 79, 86 Bateson, G., 57 bees, 60, 72 being active, 68–69 binary opposites/binary oppositions—see abstract binary oppositions Biogeoscience Institute, Alberta, 16–18 biophilia, 76–77 Birchard, C., 70, 131 Biriukova, N.A., 15 Blenkinsop, S., 3, 29, 69–70 body, 6, 26, 65 —engaging in learning through Activeness, 67–73 —failure to engage in learning, 26, 29–30 —body’s learning tools—see cognitive tools of Somatic understanding —body’s understanding—see Somatic understanding Bookchin, M., 14–15, 99 Bowers, C. A., 31 brainstorming charts—see circular planning charts British Columbia Ministry of Education, 26 Brown, J., 56 Bruchac, J., 94 Buber, M., 83 Buttimer, A., 75 C Caduto, M. J., 94 Calder, T., 167 Carson, R., 28, 66, 89 Center for EcoLiteracy, 16 certainty, 46, 161 Chodakowski, A., 39–41 circular planning charts, 167–170 Cobb, E., 69, 79, 91 cognitive tools, 6, 36–37, 66–67, 80–82 —of Somatic understanding, 39–41, 161...

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