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  1. Teaching Approaches and the Development of Responsible Environmental Behaviour: The Case of Hong Kong.Stephen Pui-Ming Yeung - 2002 - Ethics, Place and Environment 5 (3):239-259.
    Enquiry teaching approaches are widely considered as more useful than didactic approaches for the development of environmentally responsible behaviour. This paper is a report of an empirical study on the validity of this belief with reference to higher-ability and lower- to medium-ability groups drawn from geography classes at the Advanced Level in Hong Kong. The hypotheses were that, taken together, enquiry approaches are more effective than didactic approaches for the development of environmentally responsible behaviour in both the short and long (...)
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  • Beyond the essential contestation: Construction and deconstruction of regional identity.Susan A. van, 'T. Klooster, Marjolein B. A. van Asselt & Sjaak P. Koenis - 2002 - Ethics, Place and Environment 5 (2):109 – 121.
    In this paper we aim to shed light on the dynamics of regional identity construction and deconstruction. We will argue that four forms of identity can be identified that are linked through various processes of change. To that end, we will theoretically conceptualise 'identity' by discussing historical and current scholarly debates on identity in a variety of scientific disciplines. Then, we will argue that the mutual contradiction of the current theories is a paradox if seen from the angle of regional (...)
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  • Teaching Approaches and the Development of Responsible Environmental Behaviour: The Case of Hong Kong.Stephen Pui-Ming Yeung - 2002 - Ethics, Place and Environment 5 (3):239-259.
    Enquiry teaching approaches are widely considered as more useful than didactic approaches for the development of environmentally responsible behaviour. This paper is a report of an empirical study on the validity of this belief with reference to higher-ability and lower- to medium-ability groups drawn from geography classes at the Advanced Level in Hong Kong. The hypotheses were that, taken together, enquiry approaches are more effective than didactic approaches for the development of environmentally responsible behaviour in both the short and long (...)
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  • Nature, the Genesis of Value, and Human Understanding.Holmes Rolston Iii - 1997 - Environmental Values 6 (3):361 - 364.
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  • Talking identity: The production of “self” in interaction. [REVIEW]Stuart C. Hadden & Marilyn Lester - 1978 - Human Studies 1 (1):331 - 356.
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  • Affective approaches to environmental education: Going beyond the imagined worlds of childhood?Rachel Gurevitz - 2000 - Ethics, Place and Environment 3 (3):253 – 268.
    This paper explores the claims of recent research that suggests that more affective forms of environmental education, drawing upon the contributions of the arts (e.g. creative writing, poetry, art, music and photography), can engage with children's emotions more directly than can approaches based on scientific knowledge. This, in turn, may provide a better route for encouraging individuals to engage in more environmentally sustainable behaviours. The paper challenges some of these claims by considering the ways in which they draw upon socially (...)
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  • Discourses of the Environment.Eric Darier - 1998 - Wiley-Blackwell.
    This book is the first to provide students with critical understandings of the environment using a range of theoretical perspectives inspired from Michel Foucault.
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  • Understanding modern societies : an introduction. 4. Modernity and its futures.Stuart Hall, David Held & Anthony G. Mcgrew - 1992
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  • Spirit of the Environment: Religion, Value, and Environmental Concern.David Edward Cooper & Joy Palmer (eds.) - 1998 - Routledge.
    Spirit of the Environment brings spiritual and religious concerns to environmental issues. Providing a much needed alternative to exploring human beings' relationship to the natural world through the restrictive lenses of 'science', 'ecology', or even 'morality', this book offers a fresh perspective to the field. Spirit of the Enironment addresses: * the environmental attitudes of the major religions; * the relationship between art and nature; * the Gaia hypothesis; * the non-instrumental values which have inspired environmental concern. Contributors range from (...)
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  • Nature, the Genesis of Value, and Human Understanding.Holmes Rolston - 1997 - Environmental Values 6 (3):361-364.
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  • What price interdisciplinarity?:crossing the curriculum in environmental higher education.John Foster - 1999 - .
    The received understanding of interdisciplinarity in environmental higher education depends on constructions of the environmental agenda which tacitly privilege positivistic assumptions associated with the physical and biological sciences. If, however, we take seriously the heuristic force of the key humanities disciplines in regard to our environmental situation, precisely this privileging will be at issue. This suggests that collaboration across the full range of intellectual disciplines is needed not just to solve but to frame environmental problems. This requirement, however, may have (...)
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  • For People and the Planet.Don E. Marietta - 1998 - Environmental Values 7 (4):485-487.
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