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首页> 外文期刊>Environmental Education Research >Teachers' conceptions of the environment: anthropocentrism, non-anthropocentrism, anthropomorphism and the place of nature
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Teachers' conceptions of the environment: anthropocentrism, non-anthropocentrism, anthropomorphism and the place of nature

机译：教师的环境观念：人类中心主义，非人类中心主义，拟人主义和自然环境

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Analyses of attempts to prevent the worsening of environmental problems on Earth often identify two key lines of critique about contemporary school curriculum: first, its role in entrenching anthropocentrism as the dominant paradigm for people-environment relations, and then, also compounding this, their combined role in furthering a loss of connection with nature. However, those who advance such critiques do not always acknowledge that teachers perceive and enact curriculum in a variety of ways, including resisting these possible outcomes or rejecting such conceptions, be that in relation to schooling in general, or environmental sustainability as a particular focus for curriculum policy and activities. In light of this, our paper focuses on the substance and significance of teachers' conceptions of anthropocentrism and related constructs to curriculum, drawing on a range of theoretically- and empirically-based insights. First, we consider the literatures of environmental ethics and eco-philosophy to examine why dominant readings of nature and anthropocentrism are contested, and how this plays out in education, including for curriculum making. Then, within this context, we present results of a quantitative study of 201 inservice and preservice teachers in Australia, drawing on responses to selected items from the BIOHEAD-Citizen' questionnaire. Our findings illustrate a range of anthropocentric and non-anthropocentric conceptions of the environment, illuminating their relation to both consistent and contrasting findings on related concepts of anthropomorphism, and attitudes towards nature and environment. As our analysis shows, the teachers' responses cluster into four groups' of conceptions, which illustrate a range of anthropocentric possibilities, typically related to negative attitudes to nature and environment, and non-anthropocentric ones, usually related to positive attitudes to nature and environment, particularly when combined with anthropomorphism. Given the links between non-anthropocentrism and pro-environmental behaviours, and the significance of educators' ecoliteracy for advancing action on unsustainability via curriculum (re)development established in previous research, we conclude our paper discussing the value and challenges of (i) fostering ecocentrism and (ii) facilitating nature experiences, via contemporary preservice teacher education.
机译：为防止地球上的环境问题恶化而进行的尝试分析经常指出对当代学校课程的两点批评：首先，它在巩固人类中心主义作为人与环境关系的主导范式中的作用，然后，将其综合在一起，在加剧与自然失去联系方面的作用。但是，那些提出这种批评的人并不总是承认教师以各种方式感知和制定课程，包括抵制这些可能的结果或拒绝这种观念，无论是与一般学校教育有关，还是与环境可持续性有关的特殊关注。课程政策和活动。有鉴于此，本文基于一系列基于理论和经验的见解，着重于教师的人类中心主义概念及其对课程的相关建构的实质和意义。首先，我们考虑环境伦理学和生态哲学的文献，以探讨为何对自然和人类中心主义的主流读本提出质疑，以及这在教育（包括课程设计）中如何发挥作用。然后，在此背景下，我们根据对BIOHEAD公民问卷中选定项目的回答，介绍了对澳大利亚201名在职和在职教师的定量研究结果。我们的发现说明了一系列以人为中心和非以人为中心的环境概念，阐明了它们与关于拟人化相关概念以及对自然和环境的态度的一致发现和对比发现之间的关系。正如我们的分析所示，教师的反应分为四类，这说明了一系列以人为中心的可能性，通常与对自然和环境的消极态度有关，而非以人为中心的可能性通常与对自然和环境的积极态度有关，尤其是与拟人化结合使用时。鉴于非人类中心主义与亲环境行为之间的联系，以及教育者的生态素养对于通过先前研究中确立的课程（再）发展来推进针对不可持续性的行动的重要性，我们总结了本文，讨论了（i）培育的价值和挑战生态中心主义；（ii）通过当代的职前教师教育促进自然体验。

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