The Sage Handbook Of Philosophy Of Education Richard Bailey Robin Barrow by Richard Bailey, Robin Barrow, David Carr, Christine Mccarthy 9781847874672, 1847874673, 2009928797 instant download after payment.

If we are to enable pupils to address the causes of environmental problems rather than the symptoms we must engage them in those kinds of enquiry that reveal the dominant underlying motives, metaphors and interpretations that are in play in society and invite them to participate in shaping practices that are informed by the understandings that emerge. Several of the views considered above suggest that ultimately, this will involve an examination of motives that are inherent in our most fundamental ways of thinking about ourselves and the world – i.e. it will involve metaphysical considerations and action that is transformative. Thus, in significant ways the issues raised by the topic of education and the environment are not primarily matters of formal curriculum content but of the general culture of the school (and, of course, society). The focus moves to the underlying versions of human flourishing and the good life that are implicit in the ethos of the school as a community and how they connect with life more generally. This ethos conditions the character of participation in social practices, including the spirit in which the curriculum is taught and received. Insofar as a reflective examination of environmental concern disturbs the metaphysics to which societal and school life reverberates, its significance extends beyond the confines of any specific area of the curriculum designated ‘environmental education'.