Remapping via the local/global dynamic yields four human/social responses to nature: control, submission, awe, reconstruction¶

Theory · All theories
Evidence · no claims cited

Description¶

To deprivilege the first map, the authors remap EE-related discourse around the local/global locus of vision using two continua: an axiology of community (species beings versus social beings) and an epistemology of social development (ethic of progress versus ethic of uncertainty). The intersections 'form... control, submission, awe and reconstruction' as characterizations of human/social responses to nature. Control and submission are reactive responses of the risk aspect; awe and reconstruction are creative responses of the relationship aspect. Seventeen perspectives are located in Figure 2.

Design Implications¶

Context¶

Requirements¶

• A policy dialogue in which the local/global dynamic is forefronted, so that truth and value choices can be revealed along the two continua

Constraints¶

• The authors allow 'the map has no metanarrative value, but requires the interplay of many mininarratives to enhance the dialogue' and expect further remapping as other dynamics command attention

Target Learners¶

• comparative educators
• educational policy practitioners in environmental education

Target Learning Objectives¶

• clarifying truth and value choices to orient practitioners to the effects and possibilities of selection

Claims¶

Related Theories¶

• Four domains of inquiry in environmental education discourse formed by intersecting ontological and axiological dimensions

Examples¶

• Participate in the creative reconstruction of a language that foregrounds human kinship with nature, using postmodern science fiction as a generative site

Key Sources¶

• Nicholson-Goodman, JoVictoria; Paulston, Rolland G. (1996). Mapping/Remapping Discourse in Educational Policy Studies. Occasional Paper Series, APS Conceptual Mapping Project. https://eric.ed.gov/?id=ED395559