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Pedagogy for Restoration

Addressing Social and Ecological Degradation through Education


David Krzesni

Pedagogy for Restoration seeks to understand the conditions leading to the destruction of Earth in order to discover pedagogy for restoration. As we degrade the planet we degrade ourselves and as we degrade ourselves we degrade the planet. Moral development and socialization significantly influence our participation in, construction of, or resistance to the systems of oppression that degrade us. The process of restorative education recognizes that humans are fundamentally good and moral and seeks to promote healthy moral development. We must help students meet their basic needs, center their own identities and experience, and simultaneously emphasize community and relationships to help them find a sense of purpose. These efforts facilitate social and ecological restoration by allowing students to reach a physical and emotional place that is conducive to learning and self-efficacy so that they may engage with whatever issues they find important in their own way and on their own terms.
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Chapter 8. Pedagogy of Purpose


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A musician must make music, an artist must paint, a poet must write, if he [sic] is to be ultimately happy. (Maslow, 1943)

This chapter identifies the importance of purpose as an element of restoration and considers how educators can help students seek purpose. The chapter begins with an exploration of what purpose is and why a sense of purpose is important. Next I suggest that purpose is not the profound and noble pursuit of the highly enlightened, but often is a more grounded and humble commitment to anything one finds meaningful. Then I explore how we develop a sense of purpose and how educators can support students on their path to purpose. The chapter concludes with a consideration of the positive youth development approach that ultimately circles back to the pedagogy of basic needs, establishing a synergy among the elements of pedagogy for restoration.

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