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從生態素養到生態智慧

From Ecological Literacy to Ecological Intelligence

摘要


Orr的生態素養觀點,建立了對生態環境及人與環境關係的教育,不論是在建構永續生存環境的理念及了解,還是環境的永續條件,都成為培育生態素養的指標。13年後,McCallum的生態智慧在同一個理想下,更強調由個人生命內在發出對環境、自然,以及個人情感上的生態體認,不但以理性思考取得資訊,更能將它們融入個人用心的感受、接受與想像。目前對環境的思考及環境教育的實施仍在理性了解與理論建構的情況下,即使能傳承生態文化,仍無法以整個人的生命去體會、認識,甚至想像。本文循著此線索,論述今日的環境思考的方向,已經不能只掌握單方面,或走向極端的民間運動,如環境主義運動,以及只吸收資訊的純粹理性思考,而需要全面的、中肯的,以及發自內心的環境體認。筆者由三方面討論目前環境哲學的思考方向:(1)往向全面的反省,不再是單方向的主張,而是全面的考量;(2)不是極端的兩方面立場的論述,而是中間、持平的論述,特別是在哲學面的;(3)上述兩方面的思考應該歸結到個人生態智慧的培養,不是只彙集資訊、瞭解資訊甚至知識的累積而已,而是培養生態智慧;不僅培養生態素養,而且需要增加生態智慧的體認。

並列摘要


When Orr introduced the concept of ecological literacy, it became a guide for environmental education. In recent years, McCallum has used ecological intelligence to expand Orr's ideas to include the interactive relationship between human beings and their environment. Not only do humans understand nature by rational thinking and information gathering, but also by harmoniously blending into natural processes by accepting, feeling and imagining a connection to nature. Following this lead, the purpose of this article is threefold. First, the environmental movement has doubts about its effectiveness and is concerned about its future impact, I will argue the reason might be that environmental movements tend to focus on single issues; for instance, the recent single-mindedness on global warming. Second, environmentalists go to somewhat extreme measures in their explanations of environmental issues, with the intention of making a strong impression on the public. We need philosophical discourses on our ecological situation. Third, there is a belief that both of the aforementioned issues may be solved by logical thinking and objective philosophical studies. However, I would argue that this approach is not enough. My conclusions include (1) environmental movements should not focus on a single issue; (2) environmental discourses should take on fair and unbiased viewpoints, especially with philosophical consideration; and (3) we need to cultivate our ecological intelligence. Thus, our environmental education should involve the ecological literacy advocated by Orr, as well as the ecological intelligence as described by McCallum..

參考文獻


Barnes, P.(2006).Capitalism 3.0: A guide to reclaiming the commons.San Francisco, CA:Berrett-Koehler Publishers, Inc..
Bowers, C. A.(1993).Critical essays on education, modernity, and the recovery of the ecological imperative.New York:Teachers College Press.
Brown, L.(2001).Eco-economy.New York:WW. Norton & Company.
Carson, R.(1962).Silent spring.Boston, MA:Houghton Mifflin.
Cooper, D. E.(1995).Technology: Liberation or enslavement?.Philosophy and technology.(Philosophy and technology).:

被引用紀錄


陳柏伶(2017)。邵僴兒童文學研究〔碩士論文,國立清華大學〕。華藝線上圖書館。https://www.airitilibrary.com/Article/Detail?DocID=U0016-0401201816041865

延伸閱讀


  • 賴伯琦(2011)。自然生態對生命教育的探討與啟示大葉大學通識教育學報(8),171-186。https://www.airitilibrary.com/Article/Detail?DocID=20713673-201112-201204130002-201204130002-172-187
  • 陳章波、謝蕙蓮、蔡碧芝(2007)。學自生態的智慧國立臺灣博物館學刊60(4),9-23。https://www.airitilibrary.com/Article/Detail?DocID=02570520-200712-201606010005-201606010005-9-23
  • 趙雅博(1995)。生態學之哲學基礎哲學與文化22(9),786-796。https://doi.org/10.7065/MRPC.199509.0786
  • 戴永禔(1999)。原住民生態智慧與自然保育原住民教育季刊(16),37-42。https://www.airitilibrary.com/Article/Detail?DocID=16830725-199911-x-16-37-42-a
  • 李秀靜(2013)。Eco Life & Ecological Intelligence中等教育64(4),109-137。https://doi.org/10.6249/SE.2013.64.4.07

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