JOURNAL OF PHILOSOPHY OF EDUCATION 怎么样-刊鹿论文编译

The Significance of Myth for Environmental Education

Abstract:

It is almost universally acknowledged that we are at a tipping point in our environmental history. We are the inheritors of a post-industrial world that radically changed the terrestrial and aquatic ecosystems in nearly every continent of the globe. The continued negative effects of these industrial moments on our natural resources, habitats, and people — often the most indigent — are indisputable. Globally, we are aware of the need to maintain soil, water, and air purity from abuses attributed to fossil fuel use, and industrial and agrochemical practices (to name a few). Because of this, environmental education (EE) is more important now than ever. Recognizing the need for students to personally invest themselves in environmental stewardship, environmental educators have come to see the importance of offering students immersive experiences in nature in the hopes of generating desire for such personal action. Studies, such as the one done by Liefländera, Fröhlicha, Bognera, and Schultz (2013), have shown that immersive EE programs that help students to experience the natural world can be a powerful bridge to join theory and practice as students form personal bonds through their lived encounter with nature’s beauty and mystery. “The environment” should not remain a mere intellectual abstraction when students experience it. For EE to reach its goals of motivating students to personally care for the environment and act as stewards for its long-term flourishing, immersive experiences in nature are essential. This goal has motivated the likes of Pulkki, Dahlin, and Varri (2017) who recently argued for “the need to re-situate human beings in ecological terms”, which for them means re-situating “the human mind into the lived body and the human body into its surroundings” (217, emphasis added). They want to help students re-conceive their own self understanding in relationship with the natural world. Implicitly, their call to “re-situate” human beings suggests there exists diverse ways we might understand ourselves as human persons — that is to say that there are a diversity of anthropologies which, if made more explicit, would enable students to develop a new sense of how they ought to live in relationship with the natural world. Unfortunately, merely placing students in nature is often not enough to produce the personal bonds needed for environmental stewardship. The question is thus: how can we “prepare the soil”, as it were, for students’ intellectual, moral, and emotional experiences in nature to be something qualitatively richer? One can imagine students being placed in immersive experiences that, rather than being transformed by them, can occasion resentment for the intrusion of their time or annoyance for being removed from their everyday conveniences. Following the work of Martha Nussbaum (1990, 1995), I want to examine the ways stories can serve to catalyze student s moral and ethical imagination in ways that help prepare them intellectually and affectively for environmentally immersive experiences. Nussbaum s argument that story plays a critical role in civic engagement is compelling and I want to apply her work particularly to the context of EE. In doing so, I hope to show that certain kinds of stories — namely, myths — have a unique power to shape the character and quality of students’ immersive experiences in nature because of their power to transform their self-perception (role and responsibility) in relationship with the environment. To defend this thesis, I will begin by examining the way several important voices in the EE literature conceive of the human-environmental relationship and the importance they place on immersive

Author Listing： Matthew R. Farrelly

Volume： 53

Pages： 127-144

DOI： 10.1111/1467-9752.12315

Language： English

Journal： Journal of Philosophy of Education

JOURNAL OF PHILOSOPHY OF EDUCATION

J PHILOS EDUC

影响因子：0.8

是否综述期刊：否

是否OA：否

是否预警：不在预警名单内

发行时间：-

ISSN：0309-8249

发刊频率：-

收录数据库：Scopus收录

出版国家/地区：-

出版社：Wiley-Blackwell

期刊介绍

年发文量	80
国人发稿量	-
国人发文占比	0%
自引率	12.5%
平均录取率	-
平均审稿周期	-
版面费	US$3300
偏重研究方向	Multiple-
期刊官网	-
投稿链接	-

质量指标占比

研究类文章占比	OA被引用占比	撤稿占比	出版后修正文章占比
94.87%	34.67%	0.00%	0.88%

预警情况查看说明

时间	预警情况
2024年02月发布的2024版	不在预警名单中
2023年01月发布的2023版	不在预警名单中
2021年12月发布的2021版	不在预警名单中
2020年12月发布的2020版	不在预警名单中

JCR分区 WOS分区等级：Q2区

版本	按学科	分区
WOS期刊SCI分区 WOS期刊SCI分区是指SCI官方（Web of Science）为每个学科内的期刊按照IF数值排序，将期刊按照四等分的方法划分的Q1-Q4等级，Q1代表质量最高，即常说的1区期刊。（2021-2022年最新版）
	HISTORY OF SOCIAL SCIENCES	Q2
	EDUCATION & EDUCATIONAL RESEARCH	Q2

关于2019年中科院分区升级版（试行）

分区表升级版（试行）旨在解决期刊学科体系划分与学科发展以及融合趋势的不相容问题。由于学科交叉在当代科研活动的趋势愈发显著，学科体系构建容易引发争议。为了打破学科体系给期刊评价带来的桎梏，“升级版方案”首先构建了论文层级的主题体系，然后分别计算每篇论文在所属主题的影响力，最后汇总各期刊每篇论文分值，得到“期刊超越指数”，作为分区依据。

分区表升级版（试行）的优势：一是论文层级的主题体系既能体现学科交叉特点，又可以精准揭示期刊载文的多学科性；二是采用“期刊超越指数”替代影响因子指标，解决了影响因子数学性质缺陷对评价结果的干扰。整体而言，分区表升级版（试行）突破了期刊评价中学科体系构建、评价指标选择等瓶颈问题，能够更为全面地揭示学术期刊的影响力，为科研评价“去四唯”提供解决思路。相关研究成果经过国际同行的认可，已经发表在科学计量学领域国际重要期刊。

《2019年中国科学院文献情报中心期刊分区表升级版（试行）》首次将社会科学引文数据库（SSCI）期刊纳入到分区评估中。升级版分区表（试行）设置了包括自然科学和社会科学在内的18个大类学科。基础版和升级版（试行）将过渡共存三年时间，推测在此期间各大高校和科研院所仍可能会以基础版为考核参考标准。提示：中科院分区官方微信公众号“fenqubiao”仅提供基础版数据查询，暂无升级版数据，请注意区分。

中科院分区查看说明

版本	大类学科	小类学科	Top期刊	综述期刊
	教育学 4区	HISTORY OF SOCIAL SCIENCES 社会科学史 4区 EDUCATION & EDUCATIONAL RESEARCH 教育学和教育研究 4区	否	否
2021年12月升级版	教育学 4区	HISTORY OF SOCIAL SCIENCES 社会科学史 3区 EDUCATION & EDUCATIONAL RESEARCH 教育学和教育研究 4区	否	否
2020年12月旧的升级版	教育学 3区	HISTORY OF SOCIAL SCIENCES 社会科学史 2区 EDUCATION & EDUCATIONAL RESEARCH 教育学和教育研究 3区	否	否
2022年12月最新升级版	教育学 4区	HISTORY OF SOCIAL SCIENCES 社会科学史 3区 EDUCATION & EDUCATIONAL RESEARCH 教育学和教育研究 4区	否	否