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Separation and Unity: Zen Koan in Environmental Theory and Education
Australian Journal of Environmental Education Pub Date : 2020-07-14 , DOI: 10.1017/aee.2020.20
David Chang

The ecological crisis has been traced to a rupture in the human-nature relationship, which sees the natural world as inert materials that serve human utility. This prevailing sense of separation is thoroughly embedded in Western culture through engrained metaphors that reinforce a view of the Earth as a subject of human mastery. To counter the disjuncture between humans and nature, some theorists have suggested a unitive view of nature, while others have argued for more expansive forms of identification that engender a more responsive ecological ethics. Despite these efforts, the human-nature dichotomy remains a perennial issue of debate, especially for environmental educators who strive to cultivate a more harmonious relationship with the earth. This article examines the Zen Koan (case or example) as a pedagogical innovation that hones the learner’s ability to entertain opposing propositions. Humans are both united with and separate from nature at the same time. The Koan encourages an epistemological fluidity and openness to ambiguity that can enrich and deepen inquiry. In the context of environmental education, this contemplative approach to investigation can complement immersive pedagogies that enjoin somatic and sensory experience in explorations of the natural world.

中文翻译:

分离与统一:环境理论与教育中的禅宗公案

生态危机可追溯到人与自然关系的破裂,人与自然关系将自然界视为为人类效用的惰性材料。这种普遍存在的分离感通过根深蒂固的隐喻彻底嵌入西方文化中,这些隐喻强化了将地球视为人类掌握主体的观点。为了应对人与自然之间的脱节,一些理论家提出了一种统一的自然观,而另一些理论家则主张采用更广泛的认同形式,从而产生更敏感的生态伦理。尽管做出了这些努力,人与自然的二分法仍然是一个长期存在的争论问题,特别是对于那些努力与地球建立更和谐关系的环境教育者而言。本文将禅宗公案(案例或例子)作为一种教学创新来磨练学习者接受相反命题的能力。人类都与同时与自然分离。Koan 鼓励认识论的流动性和对模糊性的开放性,这可以丰富和深化探究。在环境教育的背景下,这种沉思的调查方法可以补充身临其境的教学法,这些教学法在探索自然世界时要求身体和感官体验。
更新日期:2020-07-14
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