<abstract xmlns="http://www.w3.org/1999/xhtml"><p>This study proposes identification with nature as a pedagogical technique in teacher education for sustainability to facilitate commitment to care about nonhuman nature, such care being an important underpinning of an inclusive and hence sustainable human-nature relationship. 29 pre-service teachers participated in a series of learning activities which involved using identification with nature combined with creative forms of expression such as eco-story and eco-poetry to reflect on the human-nature relationship. Findings from qualitative content analyses of student-generated creative writings and subsequent evaluations of the proposed learning experience support the use of identification in learning about human-nature relationships to promote care for and inclusion in nature through nuanced awareness of similitude between the human and the nonhuman.</p></abstract>

This study proposes identification with nature as a pedagogical technique in teacher education for sustainability to facilitate commitment to care about nonhuman nature, such care being an important underpinning of an inclusive and hence sustainable human-nature relationship. 29 pre-service teachers participated in a series of learning activities which involved using identification with nature combined with creative forms of expression such as eco-story and eco-poetry to reflect on the human-nature relationship. Findings from qualitative content analyses of student-generated creative writings and subsequent evaluations of the proposed learning experience support the use of identification in learning about human-nature relationships to promote care for and inclusion in nature through nuanced awareness of similitude between the human and the nonhuman.

Identification as Incentive to Care: Pre-service Teachers’ Orientation Towards Inclusion in Nature

Discourse and Communication for Sustainable Education

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

This study proposes identification with nature as a pedagogical technique in teacher education for sustainability to facilitate commitment to care about...

Identification as Incentive to Care: Pre-service Teachers’ Orientation Towards Inclusion in Nature

Publié en ligne: 24 nov. 2015

Pages: 110 - 126

DOI: https://doi.org/10.1515/dcse-2015-0008

Mots clés
inclusion in nature, identification, care, pre-service teacher education, sustainability

© 2015 Daugavpils University

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

Identification as Incentive to Care: Pre-service Teachers’ Orientation Towards Inclusion in Nature

Publié en ligne: 24 nov. 2015

Pages: 110 - 126

DOI: https://doi.org/10.1515/dcse-2015-0008

Mots clésinclusion in nature, identification, care, pre-service teacher education, sustainability

© 2015 Daugavpils University

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

Mots clés
inclusion in nature, identification, care, pre-service teacher education, sustainability