The legitimate role of advocacy in environmental education: how does it differ from coercion?

Please use this identifier to cite or link to this item: http://dspace.mediu.edu.my:8181/xmlui/handle/123456789/4480

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DC Field	Value	Language
dc.creator	Karen Cairns	-
dc.date	2002	-
dc.date.accessioned	2013-05-30T11:16:33Z	-
dc.date.available	2013-05-30T11:16:33Z	-
dc.date.issued	2013-05-30	-
dc.identifier	http://www.int-res.com/articles/esep/2002/e22.pdf	-
dc.identifier	http://www.doaj.org/doaj?func=openurl&genre=article&issn=16118014&date=2002&volume=2002&issue=&spage=82	-
dc.identifier.uri	http://koha.mediu.edu.my:8181/jspui/handle/123456789/4480	-
dc.description	ABSTRACT: This paper examines the controversy in the field of environmental education over the role of advocacy versus presentation of scientific information. The former involves a view of education as process, while the latter perceives education solely as content. Environmental issues involve ethical concerns and value judgments. Scientific information cannot give us the answers to our environmental questions, as these questions have all the inherent complexity of any social issue. Advocacy differs from coercion, bias, and prejudice. Coercion, bias, and prejudice have no place in environmental education, while advocacy for ecological systems does.	-
dc.publisher	Inter-Research	-
dc.source	Ethics in Science and Environmental Politics	-
dc.subject	Advocacy	-
dc.subject	Bias	-
dc.subject	Coercion	-
dc.subject	Prejudice	-
dc.subject	Process	-
dc.subject	Dialogue	-
dc.title	The legitimate role of advocacy in environmental education: how does it differ from coercion?	-
Appears in Collections:	Science General

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