5 edition of Perspectives in Bioregional Education found in the catalog.
July 1997 by North Amer Assn for Environmental .
Written in English
|Contributions||Frank Traina (Editor), Susan Darley-Hill (Editor)|
|The Physical Object|
Bioregionalism is an innovative way of thinking about place and planet from an ecological perspective. Although bioregional ideas occur regularly in ecocritical writing, until now no systematic effort has been made to outline the principles of bioregional Pages:
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Perspectives in Bioregional Education [Frank Traina, Susan Darley-Hill] on *FREE* shipping on qualifying offers. Perspectives in Bioregional Education: Frank Traina, Susan Darley-Hill: : Books. ISBN: OCLC Number: Description: xii, pages: illustrations ; 28 cm: Other Titles: Bioregional education: Responsibility.
«This book makes a major contribution to the growing movement for ecological consciousness and care for place. In perhaps his wildest move, Nathan Hensley recasts curriculum theorists as a community of healers.» (David Perspectives in Bioregional Education book.
Greenwood, Canada Research Chair in Environmental Education; Lakehead University; Co-editor of ‘Place-Based Education in the Global Age: Local Diversity’)Cited by: 7. This book provides a review of the bioregionalist theory in the field of spatial planning and design as a suitable approach to cope with the growing concerns about the negative effects of metropolization process by gathering manifold planning and development issues in a single theoretical Perspectives in Bioregional Education book.
Book Description: Bioregionalism is an innovative way of thinking about place and planet from an ecological perspective. Although bioregional ideas occur regularly in ecocritical writing, until now no systematic effort has been made to outline the principles of bioregional literary criticism and to use it as a way to read, write, understand, and teach literature.
This book’s focus is on the place of bioregional identity within global politics. A watershed, biome, ecosystem—in short, representations of a bioregion—can be restored and sustained if a society fosters the institutional capacity of communities to participate and.
A bioregional scale is emerging as a meaningful geographic framework for understanding place and designing long-term sustainable communities. For every bioregion it is becoming apparent there is a unique set of practices of scientific investigation. Head office Bioregional, BedZED Centre, 24 Helios Road, Wallington, London SM6 7BZ Telephone +44 (0)20 Office hours – Bioregional's offices.
Definition of Perspective. While reading a fiction or non-fiction book, readers see and experience the events and feelings about the characters through a certain point of view, which is called a “perspective.”A perspective is a literary tool, which serves as a lens through which readers observe characters, events, and happenings.
The Importance of Bioregional Education Author: Burr Williams Source: Cathryn A. Hoyt and John Karges (editors) Proceedings of the Sixth Symposium on the Natural Resources of the Chihuahuan Desert Region October 14–17, pp. – Published by: The Chihuahuan Desert Research Institute, Fort Davis, TX.
Submitted in Bioregional champions a better way to live. We work with partners to create better, more sustainable places to live, work and do business. One Planet Living is our vision of a world where people enjoy happy, healthy lives within the natural limits of the planet, leaving space for wildlife and wilderness.
InKingfisher launched its. Rather than approaching water management from a local or bioregional perspective in which hydrological units (watersheds and river basins) serve as.
Yanniris C., Garis M.K. () Crisis and Recovery in Environmental Education: The Case of Greece. In: Reis G., Scott J.
(eds) International Perspectives on the Theory and Practice of Environmental Education: A Reader. Environmental Discourses in Science Education, vol 3.
Springer, Cham. First Online 17 November Author: Constantinos Yanniris, Myrto Kalliopi Garis. May 11th, Curriculum as Bioregional Text: Place, Experience, and Sustainability By Nathan Hensley.
PDF: Hensley spring Abstract: In this article I articulate what it means to understand curriculum as bioregional text.I utilize a theoretical mode of inquiry to explicate the values of bioregional education while integrating the discussion into the reconceptualized.
This article provides educators at all levels with a theoretical rationale for place-conscious education; it also discusses pedagogical pathways, and institutional challenges, to place-consciousness. Drawing on insights from phenomenology, critical geography, bioregionalism, ecofeminism, and other place-conscious traditions, Cited by: The Role of Understanding Urban Ecosystems in Community Development.
Authors; Authors and affiliations Pages 49–54 in F. Traina, S. Darley-Hill, eds. Perspectives in bioregional education. NAAEE. Google Scholar. Lewis, S.
and J. James. Shu J.K. () The Role of Understanding Urban Ecosystems in Community Development. In Cited by: 2. Bioregionalism is an innovative way of thinking about place and planet from an ecological perspective.
Although bioregional ideas occur regularly in ecocritical writing, until now no systematic effort has been made to outline the principles of bioregional literary criticism and to use it as a way to read, write, understand, and teach literature/5.
Bioregionalism and Global Education Contention and Confluence Paper presented at the Fourth Annual Kent State University Symposium on Democracy Huey-Li Li In view of the far-reaching impact of globalization, many concerned educators have undertaken critical examinations of the complex and complicated relationship between globalization and contemporary educational.
Bioregionalism is an innovative way of thinking about place and planet from an ecological perspective. Although bioregional ideas occur regularly in ecocritical writing, until now no systematic effort has been made to outline the principles of bioregional literary criticism and to use it as a way to read, write, understand, and teach by: Bioregionalism and Global Education P H I L O S O P H Y O F E D U C A T I O N 2 0 0 0 uniquely presented by a particular site, and evolving ways to ensure long term occupancy of the site.”9As modern science and technology have disrupted place, Berg and Dasmann encourage us to participate in reinhabitation by “becoming.
Search the world's most comprehensive index of full-text books. My library. In the perspective presented here, there are two main levels of governance: the bioregional, and the global. Decentralised local participatory decision-making based on democratic mechanisms at the bioregional level is combined with worldwide by: education that is reflective of place.
Drawing from personal experience, he offers a multitude of the book holds that a bioregional orientation is the only way (For Kids series) Bioethics, Law, and Human Life Issues: A Catholic Perspective on Marriage, Family, Contraception, Abortion, Reproductive Technology, and Death and Dying.
Municipal policies. 20 Municipal policies, plans, and programs are put in place in order to apply principles of urban bioregionalism; and also to ensure allocation of resources for further bioregional policies, plans, and programs, thus enabling continued legislation and implementation of bioregional urbanism over time.
These policies shape the incremental Cited by: 1. Traina, F, Darley-Hill, S Perspectives in bioregional education Troy, OH NAAEE Google Scholar Warren, K Ecofeminist philosophy: A western perspective on what it is and why it matters Lanham, MD Rowman & LittlefieldCited by: Re-Regionalization: Bioregional Development as a Regenerative Pathway By Creating and maintaining a high level of knowledge and skills within the region requires investment in education and innovation over the mid and long-term.
All of these aspects of bioregional development build on multi-layer mapping to create a whole systems. The Bioregional Planning and Community Design (BIOP) program challenges the traditional planning education paradigm by leading with people and place-based community values—not statistics.
Led by planning practitioners and a diverse faculty from eight academic units, our curriculum was designed, and is continuously evaluated, to be responsive. Swanson, Frederick J. and Sarah Greene.
Perspectives on scientists and science in bioregional assessments. In: Johnson, K. Norman, Frederick Swanson, Margaret Herring, and Sarah Greene, eds.
Bioregional assessments: science. Accordingly, all life forms gain value within a bioregional framework, and starting in the schoolyard is something that makes the education more tangible to students. Lastly, encouraging students to understand what it means to reinhabit a place is the common thread woven throughout the CIDER acronym for bioregional student engagement.
This book shows planning tools that can be used to cope with global development, by bringing together scholars & practitioners in spatial sustainability and fair resources exploitation and providing case studies and cross-European perspectives to illustrate the potential of the bioregional approach.
Bioregional readings of literature, such as “Figures of Life: Beverley Farmer’s The Seal Woman as an Australian Bioregional Novel,” or Heather Kerr’s “Melancholy Botany: Charlotte Smith’s Bioregional Poetic Imaginary” round out the anthology.
A useful annotated list of bioregional books concludes the collection, summarizing 18 of the most well-known texts in the field. school camping, camping education, and eventually, outdoor education. Likewise, place-based education has been referred to as "community-oriented schooling," "ecological education," and "bioregional education." Paul Theobald refers to "place-conscious" elementary and secondary classrooms in his book, "Teaching The Commons" (, pp.
).File Size: 20KB. Place-Based Education in the Global Age: Local Diversity David A. Gruenewald and Gregory A. Smith (Eds.), Lawrence Elrbaum Associates (T aylor Francis Group), Abingdon, OxonAuthor: Alun Morgan.
The Book of Nature: A Sourcebook of Spiritual Perspectives on Nature and the Environment. London: The Book Foundation, Hensley, Nathan. Curriculum Studies Gone Wild: Bioregional Education and the Scholarship of Sustainability.
New York, NY: Peter Lang International Academic Publishers, Bioregional groups address community, economics, interdependence and other issues from the perspective that human beings are an interactive species in the biosphere.
The activities of "bioregional" groups and organizations may include research and study, bioregional education, place related publications, celebrations of place, hands-on.
Defining Terms, Objectives and Purposes, Instructional Methods, History and Status in the United States and Abroad. Outdoor education and environmental education are separate but closely related areas of study within the field of education.
They share some common content and processes, although they are distinctive in other important ways. c/o Gulf of Maine Books, 61 Maine Street Brunswick, Gulf of Maine, ME II () Gulf of Maine Bioregion "We are an independent bookstore with a deep interest in bioregional.
Suggested readings and sources of content regarding place-based, imaginative, ecological and environmental education, inquiry methods and project learning. Footnotes 1 See Nelly P. Stromquist and Karen Monkman, eds., Globalization and Education: Integration and Contestation Across Cultures (New York: Rowman and Littlefield, ); and Nicholas C.
Burbules and Carlos Alberto Torres, eds., Globalization and Education: Critical Perspectives (New York: Routledge, ). 2 Lee Anderson, Schooling and.
The “Rereading” essays practice bioregional literary criticism, both by examining texts with strong ties to bioregional paradigms and by opening other, less-obvious texts to bioregional analysis. In “Reimagining,” the essays push bioregionalism to evolve—by expanding its corpus of texts, coupling its perspectives with other approaches.
“Lee Barnes (Ph.D. Environmental Horticulture) is an experienced naturalist and dedicated environmental activist, passionately advancing his & others awareness of the Southern Appalachian Mountains Bioregion (Katuah) through bioregional education teachings, book & magazine publications, & Land Stewardship Consulting Lessons Taught, Lessons Learned Vol.
I. The Axe Handle Academy: A Proposal for a Bioregional, Thematic Humanities Education. by Ron Scollon Suzanne Scollon The Gutenberg Dump, Limited Of course this is only an example of what we mean by a bioregional perspective in the Axe Handle Academy.
We propose that virtually all of the studies in the.Our programs and philosophies are uniquely alternative, providing families with choices about education in both school and home learning settings.
Oak and Orca Bioregional School is located in Victoria, BC, Canada, and is run by the Bioregional Education Association, a BC Society and a Canadian Charity.
With programs for home learners, a small 3 room school .