Interpretation as adaptation: education for survival in uncertain times

Reference:

Gough, S. and Stables, A., 2012. Interpretation as adaptation: education for survival in uncertain times. Curriculum Inquiry, 42 (3), pp. 368-385.

Related documents:

Official URL:

http://dx.doi.org/10.1111/j.1467-873X.2012.00595.x

Abstract

The argument challenges dominant approaches to education for sustainability through adopting a theoretical framework grounded in broad ontological realism but epistemological relativism, consonant with both Darwin and a fully semiotic account of living and learning (Stables & Gough, 2006; Stables, 2005, 2006). This framework draws together strands from a number of areas of academic inquiry, and is set out in an introductory section. Implications of the resulting ontological/epistemological juxtapositioning are then explored, and applied in relation to educational aspects of a number of environmental examples, most particularly climate change. In the light of this, further discussion of the relationship between the natural world and human meaning-making leads to a number of conclusions regarding the most appropriate curricular approach for environmental or sustainability education.

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