An Environmental Pedagogy of Care: Emotion, Relationships, and Experience in Higher Education Ethics Learning

Journal of Experiential Education

Volumn 35, Issue 3, 2012, Pages 412-428

  Goralnik, Lissy ^a   Millenbah, Kelly F ^a   Nelson, Michael P ^b   Thorp, Laurie ^a  

^a MICHIGAN STATE UNIVERSITY   (United States)

^b OREGON STATE UNIVERSITY   (United States)

Author keywords

Environmental Education; Environmental Ethics; Ethic of Care; Experiential Learning; Field Philosophy; Place Based

Indexed keywords

EID: 84906501807     PISSN: 10538259     EISSN: 2169009X     Source Type: Journal    
DOI: 10.1177/105382591203500303     Document Type: Article

References (63)

1. Algona P. S., Simon G. L., (2010). The role of field study in humanistic and interdisciplinary environmental education. Journal of Experiential Education, 32(3), 191–206.
2. Barr R. B., Tagg J., (1995). From teaching to learning: A new paradigm for undergraduate education. Change Magazine, 27(6), 12–25.
3. Brady E., Holland A., Rawles K., (2004). Walking the talk: Philosophy of conservation on the Island of Rum. Worldviews 8(2–3), 280–297.
4. Burnard P., (1988). Experiential learning: Some theoretical considerations. International Journal of Lifelong Education, 7, 127–133.
5. Connell J. P., Wellborn J. G., (1991). Competence, autonomy, and relatedness: A motivational analysis of self-system processes. In Gunnar M. R., Sroufe L. A., (Eds.) Self processes and development: The Minnesota Symposia on Child Development (Vol. 23, pp. 43–78). Hillsdale, NJ: Erlbaum.
6. D'Arcangelo M., (2000). How does the brain develop? A conversation with Steven Peterson. Educational Leadership, 58(3), 68–71.
7. Deci E. L., Connell J. P., Ryan R. M., (1985). A motivational analysis of self-determination and self-regulation in the classroom. In Ames C., Ames R. E., (Eds.) Research on motivation in education: Vol. 2. The classroom milieu (pp. 13–52). San Diego, CA: Academic Press.
8. Dewey J., (1938). Experience and education. New York: Collier Books.
9. DiConti V. D., (2004). Experiential education in a knowledge-based economy: Is it time to reexamine the liberal arts? Journal of General Education, 53(3-4), 167–183.
10. Dyment J. E., O'Connell T. S., (2010). The quality of reflection in student journals: A review of limiting and enabling factors. Innovative Higher Education, 35, 233–244.
11. Elder J., (Ed.). (1998). Stories in the land: A place-based environmental education anthology. Great Barrington, MA: Orion Society.
12. Fien J., (1997). Learning to care: A focus for values in health and environmental education. Health Education Research, 12(4), 437–447.
13. Foster J., (1999). What price interdisciplinarity? Crossing the curriculum in environmental higher education. Journal of Geography in Higher Education, 23(3), 358–366.
14. Freire P., (1970). Pedagogy of the oppressed. New York: Herder and Herder.
15. Frenzel A. C., Goetz T., Ludtke O., Pekrun R., Sutton R. E., (2009). Emotional transmission in the classroom: Exploring the relationship between teacher and student enjoyment. Journal of Educational Psychology, 101(3), 705–716.
16. Furrer C., Skinner E., (2003). Sense of relatedness as a factor in children's academic engagement and performance. Journal of Educational Psychology, 95(1), 148–162.
17. Goralnik L., Nelson M. P., (2011). Framing a philosophy of environmental action: Aldo Leopold, John Muir, and the importance of community. Journal of Environmental Education, 42(3), 181–192.
18. Greene J. D., (2009). Fruit flies of the moral mind. In Brockman M., (Ed.) What's next? Dispatches on the future of science. New York: Vintage Books.
19. Greene J. D., Sommerville R. B., Nystrom L. E., Darley J. M., Cohen J. D., (2001). An fMRI investigation of emotional engagement in moral judgments. Science, 293, 2105–2108.
20. Gruenewald D., (2003). Foundations of place: A multidisciplinary framework for place-conscious education. American Educational Research Journal, 40(3), 619–654.
21. Guthrie J. T., Alvermann D. E., (Eds.). (1999). Engaged reading: Processes, practices, and policy implications. New York: Teachers College Press.
22. Guthrie J. T., Anderson E., (1999). Engagement in reading: Processes of motivated, strategic, knowledgeable, social readers. In Guthrie J. T., Alvermann D. E., (Eds.) Engaged reading: Processes, practice, and policy implications (pp. 17–45). New York: Teachers College Press.
23. Haluza-DeLay R., (1999). The culture that constrains: Experience of “nature” as a part of a wilderness adventure program. Journal of Experiential Education, 22(3), 129–137.
24. Handelsman M. M., Briggs W. L., Sullivan N., Towler A., (2005). A measure of college student course engagement. Journal of Educational Research, 98(3), 184–191.
25. Hungerford H. R., Volk T. L., (1990). Changing learner behavior. Journal of Environmental Education, 21(3), 8–21.
26. Itin C. M., (1999). Reasserting the philosophy of experiential education as a vehicle for change in the 21st century. Journal of Experiential Education, 22(2), 91–98.
27. Jacobs J., Archie T., (2008). Investigating sense of community in first-year college students. Journal of Experiential Education, 30(3), 282–285.
28. Jakubowski L. M., (2003). Beyond book learning: Cultivating the pedagogy of experience through field trips. Journal of Experiential Education, 26(1), 24–33.
29. Johnson B. L., Frederickson L. M., (2000). “What's in a good life?” Searching for ethical wisdom in the wilderness. Journal of Experiential Education, 23(1), 43–50.
30. Knapp C. E., (2005). The “I-thou” relationship, place-based education, and Aldo Leopold. Journal of Experiential Education, 27(3), 277–285.
31. Leopold A., (1949). A sand county almanac: And sketches here and there. New York: Oxford University Press.
32. Lindsay A., Ewert A., (1999). Learning at the edge: Can experiential education contribute to educational reform? Journal of Experiential Education, 22(1), 12–19.
33. Maddock R. J., (1999). The retrosplenical cortex and emotion: New insights from functional neuroimaging of the brain. Trends in Neurosciences, 22, 310–316.
34. McCuen R. H., Shah G., (2007). Education of recent neuroscience research on emotions. Journal of Leadership Studies, 1(3), 44–56.
35. Meece J. L., Blumenfeld P., Hoyle R., (1988). Students' goal orientations and cognitive engagement in classroom activities. Journal of Educational Psychology, 80, 514–523.
36. Moore K. D., (2004). Pine Island Paradox. Minneapolis, MN: Milkweed Editions.
37. Moore K. D., (2011). The call to forgiveness at the end of the day. In Moore K. D., Nelson M., (Eds.) Moral ground: Ethical action for a planet in peril (pp. 390–394). San Antonio, TX: Trinity Press.
38. Mortari L., (2004). Educating to care. Canadian Journal of Environmental Education, 9(1), 109–122.
39. Noddings N., (1984). Caring: A feminine approach to ethics and moral education. Berkeley, CA: University of California Press.
40. Noddings N., (1990). Review: A response to Card, Hoagland, Houston. Hypatia, 5(1), 120–126.
41. Noddings N., (1992). The challenge to care in schools: An alternative approach to education. New York: Teachers College Press, Columbia University.
42. Noddings N., (2002). Educating moral people. New York: Teachers College Press, Columbia University.
43. Noddings N., (2006). Philosophy of education (2nd ed.). Boulder, CO: Westview Press.
44. O'Regan K., (2003). Emotion and e-learning. Journal of Asynchronous Learning Environments, 7(3), 78–92.
45. Orr D., (1991). What is education for? In Context, 27, 52–55.
46. Pintrich P. R., Schunk D. H., (1996). Motivation in education: Theory, research, and applications. Englewood Cliffs, NJ: Merrill Prentice-Hall.
47. Plumwood V., (1991). Nature, self, and gender: Feminism, environmental philosophy, and the critique of rationalism. Hypatia, 6(1), 3–27.
48. Preston C. J., (2003). Grounding knowledge: Environmental philosophy, epistemology, and place. Athens, GA: University of Georgia Press.
49. Proudman B., (1992). Experiential education as emotionally-engaged learning. Journal of Experiential Education, 15(2), 19–23.
50. Robbins S. B., Allen J., Calillas A., Peterson C. H., Le H., (2006). Unraveling the differential effects of motivational and skills, social, and self-management measures from traditional predictors of college outcomes. Journal of Educational Psychology, 98(3), 598–616.
51. Rone T. R., (2008). Culture from the outside in and the inside out: Experiential education and the continuum of theory, practice, and policy. College Teaching, 56(4), 237–245.
52. Scarce R., (1997). Field trips as short-term experiential education. Teaching Sociology, 25(3), 219–226.
53. Skinner E. A., Belmont M. J., (1993). Motivation in the classroom: Reciprocal effects of teacher behavior and student engagement across the school year. Journal of Educational Psychology, 85, 571–581.
54. Skinner E. A., Kindermann T. A., Furrer C. J., (2009). A motivational perspective on engagement and disaffection: Conceptualization and assessment of children's behavioral and emotional participation in academic activities in the classroom. Educational and Psychological Measurement, 69(3), 493–525.
55. Skinner E. A., Marchand G., Furrer C., Kindermann T., (2008). Engagement and disaffection in the classroom: Part of a larger motivational dynamic? Journal of Educational Psychology, 100(4), 765–781.
56. Sobel D., (2004). Place-based education. Barrington, MA: Orion Society.
57. Sylwester R., (1994). How emotions affect learning. Educational Leadership, 52(2), 60–65.
58. Warren K. J., (1990). The power and promise of ecological feminism. Environmental Ethics, 12(2), 125–146.
59. Weiss R. P., (2000). Emotion and learning. Training & Development, 54(11), 44–48.
60. Wentzel K. R., (1997). Student motivation in middle school: The role of perceived pedagogical caring. Journal of Educational Psychology, 89(3), 411–419.
61. Wentzel K. R., Asher S. R., (1995). Academic lives of neglected, rejected, popular, and controversial children. Child Development, 66, 754–763.
62. Wolfe P., (2006). The role of meaning and emotion in learning. New Directions for Adult and Continuing Education, 110, 35–41.
63. Zembylas M., (2007). Emotional ecology: The intersection of emotional knowledge and pedagogical content knowledge in teaching. Teaching and Teacher Education, 23, 355–367.