Towards Eco-Reflexive Science Education : A Critical Reflection About Educational Implications of Green Chemistry

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Publication Article, peer reviewed scientific
Title Towards Eco-Reflexive Science Education : A Critical Reflection About Educational Implications of Green Chemistry
Author Sjöström, Jesper ; Eilks, Ingo ; Zuin, Vania
Date 2016
English abstract
The modern world can be described as a globalised risk society. It is characterized by increasing complexity, unpredictable consequences of techno-scientific innovations and production, and its environmental consequences. Therefore chemistry, just like many other knowledge areas, is in an on-going process of environmentalization. For example green chemistry has emerged as a new chemical metadiscipline and movement. The philosophy of green chemistry was originally based on a suggestion of twelve principles for environmental friendly chemistry research and production. The present article problematizes limitations in green chemistry when it comes to education. It argues that the philosophy of green chemistry in the context of education needs to be extended with socio-critical perspectives to form educated professionals and citizens who are able to understand the complexity of the world, to make value-based decisions, and to become able to engage more thoroughly in democratic decision-making on sustainability issues. Different versions of sustainability-oriented science/chemistry education are discussed to sharpen a focus on the most complex type, which is Bildung-oriented, focusing emancipation and leading to eco-reflexive education. The term eco-reflexive is used for a problematizing stance towards the modern risk society, an understanding of the complexity of life and society and their interactions, and a responsibility for individual and collective actions towards socio-ecojustice and global sustainability. The philosophical foundation and characteristics of eco-reflexive science education are sketched on in the article.
DOI https://doi.org/10.1007/s11191-016-9818-6 (link to publisher's fulltext.)
Publisher Springer
Host/Issue Science & Education;3
Volume 25
ISSN 0926-7220
Pages 321-341
Language eng (iso)
Subject eco-reflexive education
science education
critical citizenship education
Bildung
emancipation
environmentalization
risk society
problematization of science
green chemistry
socio-ecojustice
critical pedagogy
sustainability education
environmental education
chemistry education
philosophical principles
philosophy of science education
philosophy of green chemistry education
STSE
ESD
science for socio-political action
eko-reflexiv didaktik
naturvetenskapernas didaktik
bildning
risksamhälle
grön kemi
kritisk pedagogik
lärande för hållbarhet
lärande för hållbar utveckling
miljöundervisning
filosofisk grund
didaktik
problematisering
Humanities/Social Sciences
Research Subject Categories::INTERDISCIPLINARY RESEARCH AREAS
Handle http://hdl.handle.net/2043/21546 Permalink to this page
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