G4 Doctoral dissertation (monograph)
Umweltpädagogik in der Postmoderne. Eine philosophische Studie über die Krise des Subjekts im umweltpädagogischen Diskurs. (2004)
Matthies, J. (2004). Umweltpädagogik in der Postmoderne. Eine philosophische Studie über die Krise des Subjekts im umweltpädagogischen Diskurs. [Doctoral dissertation]. University of Jyväskylä. Jyväskylä studies in education, psychology and social research, 246. http://urn.fi/URN:ISBN:978-951-39-8584-4
JYU authors or editors
Publication details
All authors or editors: Matthies, Jürgen
ISBN: 951-39-1892-0
eISBN: 978-951-39-8584-4
Journal or series: Jyväskylä studies in education, psychology and social research
ISSN: 0075-4625
Publication year: 2004
Number in series: 246
Number of pages in the book: 400
Publisher: University of Jyväskylä
Place of Publication: Jyväskylä
Publication country: Finland
Publication language: Finnish
Persistent website address: http://urn.fi/URN:ISBN:978-951-39-8584-4
Publication open access: Openly available
Publication channel open access:
Publication is parallel published (JYX): http://urn.fi/URN:ISBN:978-951-39-8584-4
Abstract
drawn up with the goal of formulating extensive programmes of instruction
that would bring about a change in people's thinking and behaviour in the face
of continuous environmental destruction. The accelerated exploitation of nature
and existing empirical impact research studies confirm, however, that
environmental education has largely been a failure. This philosophical study
pursues the question of why enlightenment in the sphere of environmental
education has had such little effect. In doing so Germany and Finland hold
good as national case examples. Critical examination is given to theory models
and institutionalized conditions of environmental education which are
supposed to sensitize the subject to modified behaviour with respect to nature
and the environment. The traces of an instrumental thinking vis-a-vis nature are
searched after in a philosophical-historical discourse. In the process the
investigation orientates itself on the culture-critical theses of earlier Critical
Theory within the scope of the late capitalist Modern. In a further analytical
step the study concerns itself with selected subject-philosophical
deconstructions of the Postmodem. The recognized problems of the
environmental-pedagogical subject in the Postmodern have a fundamental
significance where the analyses of paradoxes in environmental education are
concerned. The immanent impediments of environmental education lie not only
in its ambivalent concept of nature and scanty criticism of society and
capitalism but above all in the crisis of the pedagogical subject.
The perception of the ecological crisis and nature-indebted behaviour
construct themselves as an individual decision, which, however, is constantly
inhibited by pluralized models of interpreting the world and cultural-industrial
simulations.
Keywords: environmental education; critical theory; postmodern; postmodernism; environmental education
Free keywords: crisis of subject
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Ministry reporting: Yes
Preliminary JUFO rating: Not rated
