Postgraduate Course: Environmental Philosophy and City-Based Learning (EDUA11387)
Course Outline
| School | Moray House School of Education |
College | College of Humanities and Social Science |
| Credit level (Normal year taken) | SCQF Level 11 (Postgraduate) |
Availability | Not available to visiting students |
| SCQF Credits | 20 |
ECTS Credits | 10 |
| Summary | Many scholars argue that the ecological crisis is currently, at least in part, the outcome of certain basic unquestioned assumptions. If so, then it would seem that philosophy might play a part in addressing this crisis. Indeed, there have been many attempts to produce environmental philosophies that aimed at leading to more ecological relationships between humans and the environment. While many of these attempts have merits, an approach grounded in Learning for Sustainability perceives philosophical inquiry, like all knowledge, as an ongoing developmental or evolutionary process. Rather than presenting a description of how we *should* see the world, the invitation in this course is to help foster a "philosophical attitude," which has learners comfortable and versatile in questioning and re-questioning their assumptions, and eager in exploring the consequences that might result from the assumptions they make. In such a spirit, this course is concerned with developing a philosophical attitude consonant with an ecological future rather than presenting a particular philosophy which promises to lead to ecological change, and to do so within the context of opportunities and challenges afforded by city-based learning. |
| Course description |
Many scholars argue that the ecological crisis is currently, at least in part, the outcome of certain basic unquestioned assumptions. If so, then it would seem that philosophy might play a part in addressing this crisis. Indeed, there have been many attempts to produce environmental philosophies that aimed at leading to more ecological relationships between humans and the environment. While many of these attempts have merits, an approach grounded in Learning for Sustainability perceives philosophical inquiry, like all knowledge, as an ongoing developmental or evolutionary process. Rather than presenting a description of how we *should* see the world, the invitation is to help foster a "philosophical attitude," which has learners comfortable and versatile in questioning and re-questioning their assumptions, and eager in exploring the consequences that might result from the assumptions they make. In such a spirit, this course is concerned with developing a philosophical attitude consonant with an ecological future rather than presenting a particular philosophy which promises to lead to ecological change.
This philosophical background provides the basis from which to consider the implications for city-based outdoor learning. The planet is experiencing the largest urban growth in its history and so the way that people experience city environments is central to the quest in learning for sustainability. This course focuses on being outdoors and indoors in city environments to explore how these settings might be used to provide inspiration toward learning for sustainability.
|
Entry Requirements (not applicable to Visiting Students)
| Pre-requisites |
|
Co-requisites | |
| Prohibited Combinations | |
Other requirements | None |
Course Delivery Information
|
| Academic year 2019/20, Not available to visiting students (SS1)
|
Quota: None |
| Course Start |
Semester 1 |
Timetable |
Timetable |
| Learning and Teaching activities (Further Info) |
Total Hours:
200
(
Lecture Hours 20,
Online Activities 16,
Formative Assessment Hours 60,
Programme Level Learning and Teaching Hours 4,
Directed Learning and Independent Learning Hours
100 )
|
| Assessment (Further Info) |
Written Exam
0 %,
Coursework
100 %,
Practical Exam
0 %
|
| Additional Information (Assessment) |
Assessment will be in the form of 1) online discussions and 2) a written assignment of 3000 words. All Learning Outcomes are covered between the two assessments.
Task one: online discussions (25%)
Discuss philosophical and pedagogical issues in online discussion groups on Learn between the first and second weekends of the class. The purpose is to enact a "philosophical attitude" through sustained discussions (totalling 1000 words) with other students in the course.
Task two: 3000 word paper (75%)
Design and implement a small activity in your educational setting that engages your community of learners in ¿doing environmental philosophy¿ in the context of opportunities afforded in the city. Describe and reflect on the process and its outcomes. Your paper will be assessed based the quality of your considerations and reflections on the process, which includes a critical and questioning approach to your own practice.
|
| Feedback |
Not entered |
| No Exam Information |
Learning Outcomes
On completion of this course, the student will be able to:
- Have demonstrated understanding and familiarity with the philosophical questions and the process of doing philosophy;
- Have an understanding about how doing philosophy can assist in education, and in learning for sustainability in urban areas in particular;
- Have critically engaged with ontological, epistemological, and ethical positions in order to formulate a programme of city-based outdoor learning;
- Understand and explore the relationship between teaching philosophy and practitioner inquiry;
- Have critically considered a range of educational contexts in which to promote concept-based practice (a school class, a group from an outdoor centre, field study centre, informal settings, etc).
|
Reading List
Weston, A. (1998). Universal consideration as an originary practice. Environmental Ethics 20, 279-289.
Jackson, T. (2001). The art and craft of ¿gently¿ Socratic inquiry, in A. Costa (Ed.) Developing minds (3rd edition).
Leopold, A. Thinking like a mountain http://www.eco-action.org/dt/thinking.html
Abram, D. (1997) Waking our animal senses.http://wildethics.org/essay/waking-our-animal-senses/
Orr, D. (1993) Architecture as pedagogy. Conservation Biology 7(2)
LeCain, T.J. (2015). Against the Anthropocene. International Journal for History, Culture, and Modernity 3(1), 1-28.
Lone, J.M. and Burroughs, M.D. (2016). Philosophy in education: Questioning and dialogue in schools [chpt 2],
Crosby, D.A. (2007). A case for religion of nature. Journal for the Study of Religion, Nature, and Culture 1(4), 489-502.
Plumwood, V. (2008). Tasteless: Towards a food-based approach to death. Environmental Values 17, 323-330. |
Additional Information
| Graduate Attributes and Skills |
Not entered |
| Keywords | environmental philosophy,teaching philosophy,practitioner inquiry,learning for sustainability |
Contacts
| Course organiser | Dr. Ramsey Affifi
Tel:
Email: raffifi@exseed.ed.ac.uk |
Course secretary | Mrs Susan Scott
Tel: (0131 6)51 6573
Email: Susan.Scott@ed.ac.uk |
|
|
University Homepage