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Jonas Andreasen Lysgaard

Meaningful encounters: "nature/culture" and speed vs slowness in ESE

Research output: Contribution to conferencePaperResearchpeer-review

Standard

Meaningful encounters : "nature/culture" and speed vs slowness in ESE. / Lysgaard, Jonas Andreasen; Kronlid, David.

2018. Paper presented at Nordisk forskningskonferens om miljö- och hållbarhetsutbildning , Örebro, Sweden.

Research output: Contribution to conferencePaperResearchpeer-review

Harvard

Lysgaard, JA & Kronlid, D 2018, 'Meaningful encounters: "nature/culture" and speed vs slowness in ESE', Paper presented at Nordisk forskningskonferens om miljö- och hållbarhetsutbildning , Örebro, Sweden, 25/10/2018 - 26/10/2018.

APA

Lysgaard, J. A., & Kronlid, D. (2018). Meaningful encounters: "nature/culture" and speed vs slowness in ESE. Paper presented at Nordisk forskningskonferens om miljö- och hållbarhetsutbildning , Örebro, Sweden.

CBE

Lysgaard JA, Kronlid D. 2018. Meaningful encounters: "nature/culture" and speed vs slowness in ESE. Paper presented at Nordisk forskningskonferens om miljö- och hållbarhetsutbildning , Örebro, Sweden.

MLA

Lysgaard, Jonas Andreasen and David Kronlid Meaningful encounters: "nature/culture" and speed vs slowness in ESE. Nordisk forskningskonferens om miljö- och hållbarhetsutbildning , 25 Oct 2018, Örebro, Sweden, Paper, 2018.

Vancouver

Lysgaard JA, Kronlid D. Meaningful encounters: "nature/culture" and speed vs slowness in ESE. 2018. Paper presented at Nordisk forskningskonferens om miljö- och hållbarhetsutbildning , Örebro, Sweden.

Author

Lysgaard, Jonas Andreasen ; Kronlid, David. / Meaningful encounters : "nature/culture" and speed vs slowness in ESE. Paper presented at Nordisk forskningskonferens om miljö- och hållbarhetsutbildning , Örebro, Sweden.

Bibtex

@conference{989ab420b2ed4e569b5807c8e57eec8b,
title = "Meaningful encounters: {"}nature/culture{"} and speed vs slowness in ESE",
abstract = "One of the main issues in environmental and sustainability education (ESE) research is how the relationship between nature and culture is being played out in formal education (e.g. Hansson 2014, {\"O}stman 2015). In this context, certain ideas of particular nature-culture relationships as beneficial for learning towards e.g. environmental wellbeing, child development, transformative behavior and identities are being put forward. Another important issue in ESE research is the question of how formal education may enable the enactment of students{\textquoteright} experiences in educational situations. This draws on the assumption that learning is a situated experiential and action oriented process conditioned by how student{\textquoteright}s prior experiences are enacted in relation to the purpose of specific educational activities and content. In this, encounters between students and, for them, “new” information are a prerequisite for such an enactment. I.e., learning is considered an emerging relational process. ESE research needs to conceptualize the kind and quality of such encounters and their constituting conditions in the context of nature/culture tensions in formal education. Hence, this paper focusses on critically exploring the quality of such, potentially, educative encounters and, specifically, one such constituting conditions, the paradoxical ideal of speed, acceleration and slowness in (post) modern society. ",
keywords = "Meaning making, Nature, Education, Technology, Mobility",
author = "Lysgaard, {Jonas Andreasen} and David Kronlid",
year = "2018",
language = "English",
note = "Nordisk forskningskonferens om milj{\"o}- och h{\aa}llbarhetsutbildning ; Conference date: 25-10-2018 Through 26-10-2018",
url = "https://www.oru.se/HumUS/NFK2018",

}

RIS

TY - CONF

T1 - Meaningful encounters

T2 - Nordisk forskningskonferens om miljö- och hållbarhetsutbildning

AU - Lysgaard, Jonas Andreasen

AU - Kronlid, David

PY - 2018

Y1 - 2018

N2 - One of the main issues in environmental and sustainability education (ESE) research is how the relationship between nature and culture is being played out in formal education (e.g. Hansson 2014, Östman 2015). In this context, certain ideas of particular nature-culture relationships as beneficial for learning towards e.g. environmental wellbeing, child development, transformative behavior and identities are being put forward. Another important issue in ESE research is the question of how formal education may enable the enactment of students’ experiences in educational situations. This draws on the assumption that learning is a situated experiential and action oriented process conditioned by how student’s prior experiences are enacted in relation to the purpose of specific educational activities and content. In this, encounters between students and, for them, “new” information are a prerequisite for such an enactment. I.e., learning is considered an emerging relational process. ESE research needs to conceptualize the kind and quality of such encounters and their constituting conditions in the context of nature/culture tensions in formal education. Hence, this paper focusses on critically exploring the quality of such, potentially, educative encounters and, specifically, one such constituting conditions, the paradoxical ideal of speed, acceleration and slowness in (post) modern society.

AB - One of the main issues in environmental and sustainability education (ESE) research is how the relationship between nature and culture is being played out in formal education (e.g. Hansson 2014, Östman 2015). In this context, certain ideas of particular nature-culture relationships as beneficial for learning towards e.g. environmental wellbeing, child development, transformative behavior and identities are being put forward. Another important issue in ESE research is the question of how formal education may enable the enactment of students’ experiences in educational situations. This draws on the assumption that learning is a situated experiential and action oriented process conditioned by how student’s prior experiences are enacted in relation to the purpose of specific educational activities and content. In this, encounters between students and, for them, “new” information are a prerequisite for such an enactment. I.e., learning is considered an emerging relational process. ESE research needs to conceptualize the kind and quality of such encounters and their constituting conditions in the context of nature/culture tensions in formal education. Hence, this paper focusses on critically exploring the quality of such, potentially, educative encounters and, specifically, one such constituting conditions, the paradoxical ideal of speed, acceleration and slowness in (post) modern society.

KW - Meaning making

KW - Nature

KW - Education

KW - Technology

KW - Mobility

M3 - Paper

Y2 - 25 October 2018 through 26 October 2018

ER -