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Naturmötespraktiker och miljömoraliskt lärande
Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education. (SMED)
2015 (Swedish)Collection (editor) (Other academic)
Abstract [en]

This book presents results from the project Encounters with Nature and Environmental Moral Learning: A Multidisciplinary Study of Educational Practices for Sustainable Development in the Perspectives of Environmental Education, Ethics and History. The project was financed by The Swedish Research Council and focused on a central aspect of environmental education and education for sustainable development, namely environmental moral teaching and learning through encounters with nature. An overview of the national and international research that has been conducted shows that this area of research is weak: very little empirical research has been carried out and the theoretical and methodological development is poor. The major educational practices in Sweden that focus on encounters with nature and environmental learning have been investigated. An overview of the different practices is offered. Three specific practices – Outdoor Education Centres, All-weather Outdoor Schools and the Radical Outdoor Movement – are analysed in depth using theories from environmental education research, environmental ethics and environmental history/human ecology. The results and the relevant theories and analytical methods from these three research fields are presented. When investigating the practices, analyses of central texts relating to each practice have been conducted. These three educational practices represent three different educational philosophies concerning environmental moral teaching and learning and differ with regard to preferred eco-strategies, prescribed purposes, content, ethical reasoning and ways of teaching.


In order to empirically test these three different educational philosophies, three different educational activities were investigated using video- and audio recordings. The results of the analyses are presented and compared to the educational philosophies.


A crucial outcome of the interdisciplinary work is a number of innovative analytical methods and research models. An interdisciplinary model for text analyses, called the LED-model (Landscape, Ethical and Didactical), has been created which can also be used to analyse interviews and to extract knowledge about educational practices related to environmental moral learning.  ETLAM (Ethical Tendency Learning Model) is a research model that  analyses the environmental moral learning that takes place in encounters with nature and consists of the following analytical methods: Landscape Strategy Learning Analyses, Moral Valuation Learning Analyses and Communication Analyses of Companion Meanings. 

Place, publisher, year, edition, pages
Uppsala: Acta Universitatis Upsaliensis, 2015. , 290 p.
Studia didactica Upsaliensia, ISSN 1654-8426 ; 8
Keyword [en]
Nature encounter, environmental moral learning, education for sustainable development, environmental learning
Keyword [sv]
naturmöte, miljömoraliskt lärande, utbildning för hållbar utveckling, miljöundervisning
National Category
Educational Sciences
Research subject
Curriculum Studies
URN: urn:nbn:se:uu:diva-196239ISBN: 9789155486112OAI: oai:DiVA.org:uu-196239DiVA: diva2:609516
Swedish Research Council
Available from: 2013-03-06 Created: 2013-03-06 Last updated: 2015-10-02Bibliographically approved

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