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 (...) identity construction and deconstruction. Building upon elements from the various theoretical approaches, we propose a heuristic model describing the dynamics of identity construction and deconstruction, which will be explored by means of the example of the Green Heart region, a spatial planning concept in western Holland. (shrink)

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 (...) constructed notions of childhood and nature. The development of environmental education in the UK provides the primary context within which the influence of these social constructions on affective approaches to environmental education is illustrated. These findings suggest that further research and practice are required to develop approaches to environmental education that better reflect a range of children's own environmental experiences. (shrink)

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 (...) terms for students as a whole, and for students within the same range of academic ability. A quasi-experimental control group design was used for selecting students and classes from schools in the territory. A questionnaire survey and a series of interviews were conducted to collect data about students' behaviour before and after they were taught a people-environment topic with a didactic approach or an enquiry approach. The results suggest that the students on the whole were not behaving as positively for the environment as their peers in other countries. For both the higher- and the lower- to medium-ability classes, those who were taught with an enquiry approach were behaving positively in more areas than those who were taught with a didactic approach in both the short and long terms. This trend could be attributed to their greater attention to critical thinking, positive behavioural changes, and the development of internal locus of control, while society as a whole was still largely apathetic to personal efforts for improving environmental quality. To further enhance the effectiveness of enquiry for the development of environmentally responsible behaviour, it is suggested that teachers should give more attention to the elements of concern and empathy in the classroom. Improvements in teacher education and training and in the guidelines for teachers, restructuring and revision of environmental education in schools, providing adequate funding and resources, and revision of the style and content of questions in public examinations are also recommended. (shrink)

This book is the first to provide students with critical understandings of the environment using a range of theoretical perspectives inspired from Michel Foucault.

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 (...) terms for students as a whole, and for students within the same range of academic ability. A quasi-experimental control group design was used for selecting students and classes from schools in the territory. A questionnaire survey and a series of interviews were conducted to collect data about students' behaviour before and after they were taught a people-environment topic with a didactic approach or an enquiry approach. The results suggest that the students on the whole were not behaving as positively for the environment as their peers in other countries. For both the higher- and the lower- to medium-ability classes, those who were taught with an enquiry approach were behaving positively in more areas than those who were taught with a didactic approach in both the short and long terms. This trend could be attributed to their greater attention to critical thinking, positive behavioural changes, and the development of internal locus of control, while society as a whole was still largely apathetic to personal efforts for improving environmental quality. To further enhance the effectiveness of enquiry for the development of environmentally responsible behaviour, it is suggested that teachers should give more attention to the elements of concern and empathy in the classroom. Improvements in teacher education and training and in the guidelines for teachers, restructuring and revision of environmental education in schools, providing adequate funding and resources, and revision of the style and content of questions in public examinations are also recommended. (shrink)

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 (...) a variety of disciplines including philosophy, comparative religion, education and social anthropology, providing students with an intriguing survey on the role that spirituality and religion play in nature. This is a vital collection for those eager to examine the relationship between the spiritual and the environment. (shrink)

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 (...) to be met at the institutional level rather than at that of individual teachers and learners. (shrink)