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Why Education for Sustainable Development Needs Early Childhood Education: The Case of Norway

100%
Eriksen K. G.
Journal of Teacher Education for Sustainability
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2013
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vol. 15
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issue 1
107-120
EN
With this article, the author intends to outline a legitimising basis for implementing education for sustainable development (ESD) in early childhood education, in juridical, pedagogical and political terms. Starting from our current ecological crisis, the ontological assumptions of modern culture are considered obstructive to possibilities for mitigation. The author affirms a need for constructing new conceptual frameworks in the field of ESD suitable also for the youngest children. The very logic of the reigning notion of knowledge requires revision in order to secure successful implementation as well as fostering citizens with the moral agency required to meet calamity. Ontological insights from deep ecology are suggested integrated with the more practical epistemological concept of ecological habitus. Possible gains are not exclusively related to sustainability, but also include positive impacts on the life quality of young children as such.
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Reconceptualizing Eastern Europe: Toward a Common Ethos

63%
Bursztyka P.
Eidos. A Journal for Philosophy of Culture
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2023
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vol. 7
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issue 3
67-102
EN
The aim of this essay is a philosophical reconstruction of the category of Eastern Europe (as topographical and ethical, and only by implication a geographical one). This will proceed in three steps. First, deconstruction of the category in question by exposing its colonialist and post-colonialist origins. Second, projection of a new cultural geography of Eastern Europe. The main criteria of which are: 1) belonging to the European community of values, 2) being directly and permanently exposed to a paradoxical cultural formation, neither European nor Asian, which poses a constant threat to all neighboring states and nations – Russia. In the third step, Eastern Europe is presented as a specifically determined way of living, experiencing, and self-understanding, localized in particular space(s); that is, a particular ethos rooted in a concrete topos/topoi. This ethos has been driven by the ideals of freedom, equality, cultural diversity, and the sovereignty of the people; and actualized in a kind of cultural flexibility, hybridity, and polyphony. However, this ethos has never been something given. It has been gradually developing throughout its dramatic history, and this was not only a history of those sublime ideals (and their partial actualization), but also of their real and brutal negation. That is why this ethos is grounded in a constantly renewed activity of self-questioning and self-searching, in a persistently recurrent will of self-determination; and that is also why Eastern Europe cannot be enclosed in a single narrative, but it expresses itself through different and often competing stories.
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