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The aim of this book is to support and inspire teachers to contribute to much-needed processes of sustainable development and to develop teaching practices and professional identities that allow them to cope with the specificity of sustainability issues and, in particular, with the teaching challenges related to the ethical and political dimension of environmental and sustainability education.Bringing together recent scholarship on the topic, this book translates state-of-the-art academic research into teaching models, methods and tools. Starting with an outline of the challenge of sustainability, it offers insights and models for understanding the interesting yet ambiguous concept of 'sustainable development' and the complex process of transforming society in a more sustainable direction (Part I). It then goes on to provide a guide to preparing courses and lessons as well as tools for reflection about teaching practices and the multiplicity of approaches to addressing ethical and political challenges in sustainable development teaching (Part II). Finally, the book offers useful conceptual frameworks, models and typologies about the concrete design and implementation of sustainable development teaching (Part III).This book will be essential reading for students of education, as well as teachers in compulsory and higher education and sustainability education researchers.

Environmental education --- Sustainability --- Sustainable development --- Moral and ethical aspects. --- Political aspects. --- Study and teaching. --- Didactics --- Environmental protection. Environmental technology --- Education --- Development, Sustainable --- Ecologically sustainable development --- Economic development, Sustainable --- Economic sustainability --- ESD (Ecologically sustainable development) --- Smart growth --- Sustainable economic development --- Economic development --- Sustainability science --- Human ecology --- Social ecology --- Study and teaching --- Moral and ethical aspects --- Political aspects --- Environmental aspects --- didactiek --- 371.3 --- Onderwijsvernieuwing --- Milieueducatie ; onderwijs --- Sustainability - Study and teaching --- Sustainable development - Study and teaching --- Environmental education - Moral and ethical aspects --- Environmental education - Political aspects

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Leven is geen kunst zolang het een kwestie van overleven is. Wie moet zorgen te overleven, stelt geen vragen: hij vecht, (vr)eet, verbergt zich. Pas als dat gelukt is, is het mogelijk om van overleven, leven te maken; van vreten: eten, van biologie: kunst. Daarvoor is meer nodig dan filosofie. Maar zonder de kritische blik die het eigen leven onderzoekt zal het waarschijnlijk niet lukken. Ethiek is zo'n zelfonderzoek. Van Tongerens pleidooi voor een ethiek die helpt bij de kunst van het leven en het leven als kunst, verhoudt zich kritisch tot het type levenskunstfilosofie dat vandaag de boventoon voert. Dat maakt zijn boek in zekere zin 'oneigentijds', maar niet minder inspirerend en uitdagend.

Levenskunst en zelfopvoeding --- 172 --- geluk --- ethiek --- Levenskunst --- filosofie --- levenskunst --- Christian moral theology --- General ethics --- Philosophy --- Moral and ethical aspects --- Ethics --- Ethiek

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Scientists no longer accept the existence of a distinct moral organ as phrenologists once did. A generation of young neurologists is using advanced technological medical equipment to unravel specific brain processes enabling moral cognition. In addition, evolutionary psychologists have formulated hypotheses about the origins and nature of our moral architecture. Little by little, the concept of a ˜moral brain' is reinstated. As the crossover between disciplines focusing on moral cognition was rather limited up to now, this book aims at filling the gap. Which evolutionary biological hypotheses provide a useful framework for starting new neurological research? How can brain imaging be used to corroborate hypotheses concerning the evolutionary background of our species? In this reader, a broad range of prominent scientists and philosophers shed their expert view on the current accomplishments and future challenges in the field of moral cognition and assess how cooperation between neurology and evolutionary psychology can boost research into the field of the moral brain.

Biological Evolution. --- Brain --- Cognition --- Cognitive neuroscience --- Cultural Evolution. --- Emotional Intelligence. --- Ethics. --- Evolution. --- Evolutionary psychology. --- Moralischer Sinn. --- Morals. --- Neuropsychology. --- Physiologische Psychologie. --- Localization of functions. --- physiology. --- Moral and ethical aspects.

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The early childhood services of Reggio Emilia in Northern Italy has gained worldwide interest and admiration. Drawing on the 'Reggio approach', and others, this book explores the ethical and political dimensions of early childhood services and argues the importance of these dimensions at a time when they are often reduced to technical and managerial projects, without informed consideration for what is best for the child.Extending and developing the ideas raised in Beyond Quality in Early Childhood Care and Education the successful team of authors make a wide range of

sociaal beleid --- peuters (doelgroep) --- ethische opvoeding --- pedagogiek --- Early childhood education --- Pedagogiek en onderwijskunde --- Political aspects. --- Handboeken en inleidingen. --- Aims and objectives. --- Early childhood education - Italy - Reggio Emilia. --- Early childhood education - Political aspects. --- Early childhood education. --- Education and state. --- Education, Elementary. --- Education, Elementary-- Aims and objectives-- Moral and ethical aspects. --- Moral and ethical aspects. --- Pedagogie --- Politiek en ethiek --- Kleuteronderwijs --- Ethiek --- Politiek --- Kinderopvang --- Onderwijsfilosofie

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For the first time, leading scholars in Religious Education and Citizenship Education reflect upon ‘the making of’ of their theoretical framework, in honour of Siebren Miedema. In this Liber Amicorum, in retrospect these scholars recognize, implicitly or more explicitly, ‘critical incidents’ and they honour ‘critical persons’ for the decisive voice each of them had in the articulation of the theoretical frame of reference the scholars developed in the field of pedagogy of religion(s) and citizenship education. Or, to use the words Siebren Miedema prefers, the field of religious citizenship education. The ‘eminence grise’ in the field of Pedagogy is brought together in this volume, like John Hull, Bob Jackson and Wolfram Weisse; scholars from the United States of America like Jack Seymour and Mary Elizabeth Moore; scholars from Latin America like Günther Dietz; scholars from the Netherlands like Cok Bakker, Chris Hermans, Henk Kuindersma, Alma Lanser, Wilna Meijer, Bram de Muynck and Doret de Ruyter; scholars from Western Europe like Hans-Günther Heimbrock and Friedrich Schweitzer; scholars from Eastern Europe like Fedor Kozyrev; scholars from up North like Geir Skeie; scholars from down South like Cornelia Roux and Marian De Souza. They all responded to the question of the editor, Ina ter Avest, to reflect upon the relationship between their biography and their developed theoretical framework. For everybody interested in the field of religious citizenship education, this volume offers a thorough introduction to their theories. We hope this comprehensive book will provoke readers to balance on the edge of different perspectives and to stimulate the development of their own line of thought on religious citizenship education.

Education. --- Education, general. --- Children --- Education, Primitive --- Education of children --- Human resource development --- Instruction --- Pedagogy --- Schooling --- Students --- Youth --- Civilization --- Learning and scholarship --- Mental discipline --- Schools --- Teaching --- Training --- Education --- Religious education. --- Research. --- Educational research --- Ethical education --- Theological education --- Moral education