期刊名称：Discourse and Communication for Sustainable Education
印刷版ISSN：1691-6301
电子版ISSN：2255-7547
出版年度：2015
卷号：6
期号：1
页码：110-126
DOI：10.1515/dcse-2015-0008
语种：English
出版社：Walter de Gruyter GmbH
摘要：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.
关键词：inclusion in nature ; identification ; care ; pre-service teacher education ; sustainability
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