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論文化活力在永續發展文化轉型中的意涵

Exploring the Implications of Cultural Vitality on Sustainable Development

摘要


新環境典範的內涵強調改變人類對自然環境的價值觀,使從原本對環境採取掠奪式的控制心態及強調發展的主流社會典範,轉型為關懷生態環境之內在價值,並牽動全球永續發展的進展,可視為文化轉型的初始,更激起永續發展文化面向的倡議,目的是透過重視文化多樣性與強調文化襲產對永續發展的意涵,同時帶領另一波文化轉型的思潮。 本文透過文獻分析,在永續發展文化面向的內涵中萃取出文化活力觀點,其內涵強調人類應反思自身對永續發展的態度、信念與價值觀,並能催化新環境典範、文化多樣性的文化轉型,文化活力並將成為環境教育的新課題。最後歸納文化活力的基本元素為(1)生命力,強調以渴望、創造性、熱誠與等內在驅力能促進永續發展、(2)行動力,強調文化是行動的場所,所有永續性行動都應成為每一個人日常生活中的一種習慣、(3)專注力與持續力,重視的是將每一件符合永續性的工作都確實做好,並且持之以恆。

並列摘要


In 1978, Van Liere and Dunlap developed the New Environmental Paradigm (NEP) scale to assess people's environmental attitudes. After that, several studies adopted the NEP scale to explore human's environmental attitudes and values, and found that people had gradually shifted from dominant anthropocentrism to a more eco-centered perspective. This environmental paradigm shift also started a wave of cultural transition toward sustainable development (SD). In the 21st century, cultural diversity, a successor of the environmental paradigm shift, starts another wave of cultural transition and raises people's focus on cultural dimension of SD. This paper describes and explores this cultural transition from the environmental paradigm shift to cultural diversity. Through the use of a literature review, this paper argues that cultural vitality is the significant element in the cultural dimensions of SD, its implications emphasize that humans must reflect their own attitudes and values for SD. Cultural vitality can catalyze NEP and cultural diversity and will be a new topic in environmental education and cultural transition about SD. Through reflecting on one's attitudes, beliefs and values about SD, the implications of cultural vitality include (1) aspiration, creativity and passion, (2) the competence of action, (3) continual focus and long-term interest in SD.

參考文獻


王鑫(1999)。地球環境教育與永續發展教育。環境教育季刊。37,87-103。
艾佳頓、哈瑞森編著、杭庭頓編著、李振昌譯、林慈淑譯(2005)。爲什麼文化很重要。台北:聯經。
克羅西特、哈瑞森編著、杭廷頓編著、李振昌譯、林慈淑譯(2005)。爲什麼文化很重要。台北:聯經。
張子超(1996)。環保教師對新環境典範之態度分析論文。環境教育季刊。26,37-45。
張子超、台北市立師範學院主編()。

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