This book explores the ethical dimensions surrounding the development of education for sustainable development within schools, and examines these issues through the lens of ethical literacy. The book argues that teaching children to engage with nature is crucial if they are to develop a true understanding of sustainability and climate issues, and claims that sustainability education is much more successful when pupils are treated as moral agents rather than being passive subjects of testing and assessment. The collection brings together a range of fresh and creative perspectives on how issues around ethical literacies can be elaborated and expanded with regard to democratic sustainability education. The use of children´s books in teaching about sustainability is carefully explored, as are the ethical and aesthetic dimensions of environmental education. Including an afterword by Arjen Wals, Professor of Transformative Learning for Socio-Ecological Sustainability, the book will be of great interest to students and researchers in the field of sustainability education.

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Yes, you can access Ethical Literacies and Education for Sustainable Development by Olof Franck, Christina Osbeck, Olof Franck,Christina Osbeck in PDF and/or ePUB format, as well as other popular books in Education & Early Childhood Education. We have over one million books available in our catalogue for you to explore.

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Early Childhood Education

Preface
Acknowledgements
Contents
Abbreviations
List of Figures
List of Tables
Biographical Notes
Highlighting Ethics, Subjectivity and Democratic Participation in Sustainability Education: Challenges and Contributions
Philosophizing with Transdisciplinarity, Relational Knowledge and Ethics in Education for Sustainable Development
Pupils’ Views on Moral Competence in School
Discourses of Available and Sustainable Lives: Ethical Literacy Offered to Tweens Through Fiction Reading
Fiction at School for Educational Purposes: What Opportunities Are Students Given to Act as Moral Subjects?
An Aesthetic and Ethical Perspective on Art-Based Environmental Education and Sustainability from a Phenomenological Viewpoin
Challenging and Expanding the Notion of Sustainability Within Early Childhood Education: Perspectives from Post-humanism and/or New Materialism
Windows on a Changing World: Using Children’s Literature as an Aesth/Ethical Trope in Early Years Education for Sustainability
Aesthetic Experiences Related to Living Plants: A Starting Point in Framing Humans’ Relationship with Nature?
Closing Remarks
Afterword: Ethical Literacies and Sustainability Education: Young People, Subjectivity and Democratic Participation
References
Index

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