Ecological Literacy: Education and the Transition to a Postmodern World

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SUNY Press, 1992 - Education - 210 pages
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The most important discoveries of the 20th century exist not in the realm of science, medicine, or technology, but rather in the dawning awareness of the earth's limits and how those limits will affect human evolution. Humanity has reached a crossroad where various ecological catastrophes meet what some call sustainable development. While a great deal of attention has been given to what governments, corporations, utilities, international agencies, and private citizens can do to help in the transition to sustainability, little thought has been given to what schools, colleges, and universities can do. Ecological Literacy asks how the discovery of finiteness affects the content and substance of education. Given the limits of the earth, what should people know and how should they learn it?
  

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User Review  - Ms.Zaremba - LibraryThing

Densely worded, but highly informational. Focus on post-modern effects of and in environmental education. Read full review

Contents

I
ix
II
3
III
23
IV
41
V
61
VI
83
VII
85
VIII
97
XI
133
XII
141
XIII
149
XIV
157
XV
163
XVI
167
XVII
181
XVIII
185

IX
109
X
125

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Page iv - Wittgenstein, Martin Heidegger, and Jacques Derrida and other recent French thinkers. By the use of terms that arise out of particular segments of this movement, it can be called deconstructive or eliminative postmodernism. It overcomes the modern worldview through an antiworldview: it deconstructs or eliminates the ingredients necessary for a worldview, such as God, self, purpose, meaning, a real world, and truth as correspondence.

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About the author (1992)

David W. Orr is Professor of Environmental Studies at Oberlin College, and co-founder of the Meadowcreek Project, a non-profit environmental education organization. He is co-author of The Global Predicament, and co-editor of the SUNY Press series Environmental Public Policy.

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