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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 9. Insights for Environmental Education


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When we honor the hidden aquifer that feeds human knowing, we are more likely to develop capacity for awe, wonder, and humility that deepens rather than diminishes our knowledge. (Palmer & Zajonc, 2010, p. 22)

This chapter reconnects with the introduction of this book by proposing that the project of restoration is, in fact, a restoration of EE, congruent with its historical dictate (i.e., the Belgrade Charter and Tbilisi Declaration). Throughout this work, I have focused on the broad process of education and maintained that all education is environmental education. However, in this chapter I examine the specific field of environmental education. I begin by exploring a few significant themes in EE, which can and should inform traditional education and the project of restoration.

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