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  • 1.
    Bengtsson, Stefan L.
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Östman, Leif O.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Globalisation and Education for Sustainable Development: Emancipation from context and meaning2013In: Environmental Education Research, ISSN 1350-4622, E-ISSN 1469-5871, Vol. 19, no 4, p. 477-498Article in journal (Refereed)
    Abstract [en]

    This article tries to contribute to the critical debate on the ideological and globalising potential of education for sustainable development (ESD), which exists in the research field of environmental education, by highlighting potential contradictions in the argumentation for ESD's ideological and globalising tendency. Further, the authors of this article argue for an alternative perspective on how education policy on ESD can be seen to contribute to globalisation and homogenisation by merging two conceptualisations of globalisation as connection' and the role of empty signifiers' in political discourse. The ambition with the merger is not to provide a universal explanation of globalisation and ideology, instead, the intention is to outline an alternative theoretical outlook that allows for an empirical study of the processes that can be seen to feed into or interrupt the preservation of hegemony in a global setting.

  • 2.
    Bengtsson, Stefan L.
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Östman, Leif O.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Globalisation and Education for Sustainable Development: Exploring the global in motion2016In: Environmental Education Research, ISSN 1350-4622, E-ISSN 1469-5871, Vol. 22, no 1, p. 1-20Article in journal (Refereed)
    Abstract [en]

    The article explores education for sustainable development (ESD) as a policy concept in different spaces and how it is re-articulated as part of a process of globalisation. The objective is to explore empirically an alternative set of logics in order to conceive of this process of globalisation. With this objective in mind, the article investigates articulations of ESD and sustainable development in Vietnamese and Thai policy-making, and reflects upon how these articulations can be seen to relate to globalisation. In so doing, it addresses concerns about the globalising potential of ESD within the field of environmental education research, and aims to open up for an alternative understanding of the processes associated with the rearticulation of ESD in different national education policy settings. The alternative conception that is put forward promotes an understanding of these re-articulations of ESD as contingent, opening up a space for contestation and counter-hegemonic articulations.

  • 3. Garrison, Jim
    et al.
    Östman, Leif
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Håkansson, Michael
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    The creative use of companion values in environmental education and education for sustainable development: exploring the educative moment2015In: Environmental Education Research, ISSN 1350-4622, E-ISSN 1469-5871, Vol. 21, no 2, p. 183-204Article in journal (Refereed)
    Abstract [en]

    Our paper addresses the emergence and evolution of values in educational settings. It builds upon and extends earlier work on companion meanings to develop a theory of the creative use of companion values and meanings in education. The recognition of companion values in educational practices highlight epistemological, ethical, and aesthetic transactions that occur in ways we characterize as 'other than modern.' Introducing the idea of educative moments allows us to identify situations where value spheres interpenetrate and interrogate each other in the meaning-making of students and teachers. These moments occur when students suddenly experience companion meanings and values such that teacher and student must deliberate together rather than the teacher dictating some dominating epistemological, ethical, or aesthetic value. This way, it is possible to accommodate critical and creative reflection in education where new values can emerge or evolve. We illustrate the theory by empirical examples from classroom conversations.

  • 4.
    Hansson, Petra
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    af Geijerstam, Åsa
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Östman, Leif
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Reading Walden/s: An Ecocritical Investigation of Students’ Environmental Meaning Making2014In: Environmental Education Research, ISSN 1350-4622, E-ISSN 1469-5871Article in journal (Refereed)
  • 5.
    Hansson, Petra
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Öhman, Johan
    Örebro universitet.
    Östman, Leif
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Reading the Outdoors: - an Analysis of the Swedish Outdoor Environmental and Sustainability Education Discourse Practice2014In: Environmental Education Research, ISSN 1350-4622, E-ISSN 1469-5871Article in journal (Refereed)
  • 6.
    Hedefalk, Maria
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Almqvist, Jonas
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Östman, Leif
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Education for sustainable development in early childhood education: a review of the research literature2015In: Environmental Education Research, ISSN 1350-4622, E-ISSN 1469-5871, Vol. 21, no 7, p. 975-990Article in journal (Refereed)
    Abstract [en]

    The aim of the study is to describe and analyse research articles relating to the subject of education for sustainable development (ESD) for early childhood education (ECE), published during the years 1996–2013. This is done by answering three specific questions: (1) How is ESD defined by researchers in ECE? (2) What are the major research inquiries and results? (3) What does the research say about young children acting for change in relation to sustainability? Our analysis identified two different definitions of ESD: first, as a threefold approach to education based on questions concerning education about, in and for the environment; and, second, as an approach to education that includes three interrelated dimensions: economic, social and environmental. Two major research areas are identified in this study. The first area relates to how teachers understand ESD, while the second area focuses on how ESD can be implemented in educational practice. During the period studied, the research has evolved from teaching children facts about the environment and sustainability issues to educating children to act for change. This new approach reveals a more competent child who can think for him- or herself and make well-considered decisions. The decisions are made by investigating and participating in critical discussions about alternative ways of acting for change.

  • 7.
    Hofverberg, Hanna
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Kronlid, David
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Human-material relationships in environmental and sustainability education: an empirical study of a school embroidery project2018In: Environmental Education Research, ISSN 1350-4622, E-ISSN 1469-5871, Vol. 24, no 7, p. 955-968Article in journal (Refereed)
    Abstract [en]

    In recent discussions about the widening and opening up of anthropocentric perspectives in environmental and sustainability education (ESE) research, a recurrent issue has been what reasonably could be a subject of inquiry and an agent of knowledge. This article aims to showcase an empirical study of the relevance of human-material relationships in crafting learning processes by following an embroidery project with year 8 students in the Swedish craft subject of educational sloyd. How the human-material correspondence unfolds in the crafting learning process is analysed with the aid of Ingold's practice of correspondence and SOrensen's notion of participation, performance and imagination. Rather than assuming that materials contribute to certain environmental and sustainability aims, the analysis empirically demonstrates how the human-material correspondence unfolds. The analysis identifies three human-material relationships: attuning, troubling and tracing correspondence. Drawing on the findings, the human-material relevance for environmental and sustainability education and research is further discussed.

  • 8.
    Hofverberg, Hanna
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Maivorsdotter, Ninitha
    Univ Skovde, Sch Hlth & Educ, Skovde, Sweden.
    Recycling, crafting and learning: an empirical analysis of how students learn with garments and textile refuse in a school remake project2018In: Environmental Education Research, ISSN 1350-4622, E-ISSN 1469-5871, Vol. 24, no 6, p. 775-790Article in journal (Refereed)
    Abstract [en]

    Creative remake assignments using garments and textile refuse are common educational projects to promote environmental and sustainability actions. However, very little empirical research has been carried out on the learning processes of remake projects. In this article, the aim is to examine how students learn with garments and textile refuse when engaging in a remake project. The exploration is conducted in a Swedish crafts class, educational sloyd, as a case. Practical epistemological analysis and the concept of transactant are used to analyse and be attentive to the learning process. The findings show how students transact with the idea of a product, the material's capabilities and the remake techniques. Further, the transactants show what participates and makes the learning process turn in specific directions, which is further discussed in the paper. Based on this empirical research, we may increase our understandings of how the learning processes is made in the remake project, and that knowledge can help us understand, and thus improve the quality of remake projects in relation to the environmental and sustainability aims.

  • 9.
    Håkansson, Michael
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Kronlid, David O. Olof
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Östman, Leif
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Searching for the political dimension in education for sustainable development: Socially critical, social learning and radical democratic approaches2019In: Environmental Education Research, ISSN 1350-4622, E-ISSN 1469-5871, Vol. 25, no 1, p. 6-32Article in journal (Refereed)
    Abstract [en]

    By means of a narrative research synthesis, the aim of this article is to explore how the political dimension can or should be staged as a teaching and learning content in education for sustainable development (ESD). The study is limited to research literature dealing with the political dimension in relation to the phenomenon of conflict. Three approaches to the topic are identified: a socially critical approach (SCA), a social learning approach (SLA) and a radical democratic approach (RDA). Notably, SCA and SLA are already established in the research field, whereas RDA is a result of our synthesis. The scope of the synthesis is limited to these three approaches. We follow up the narrative research synthesis by comparing the three approaches to discern how the political dimension emerges as an educational content by using conflict as part of the teaching and learning activities. The main results are that all three approaches tend to downplay the political and produce political sameness. The article ends by suggesting possible directions for further research that would fruitfully translate the idea of the political dimension into educational settings and enrich the political dimension as a concept in ESD in both practice and research.

  • 10.
    Håkansson, Michael
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Kronlid O, David
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Searching for the political dimension in Environmental and sustainability education - a literature review: a literature reviewIn: Environmental Education Research, ISSN 1350-4622, E-ISSN 1469-5871Article in journal (Refereed)
    Abstract [en]

    Politics and the political have made an impression in the field of Environmental Sustainability Education (ESE), where researchers see potentialities for students to develop a respect for the diversity of personal choices and create new and unexpected opinions when they encounter the political dimension in teaching and learning activities in the classroom.  The research field consists of a rich and diverse group of scholars that have diverging perspectives on the political dimension of ESE. The aim of the article is to study how the political dimension is conceptualized and how these findings impact the political as educational content in teaching and learning activities in ESE practice. Building on a review of research literature, this article identifies three major approaches in the research field. After comparing these approaches, we conclude the study by suggesting fruitful directions for further research in order to productively translate the idea of the political dimension into educational settings. We suggest the need for empirical research concerning the political dimension as well as a need for research on ESE that more thoroughly integrates the concept of politics, the understanding of the political as embodied and not only learning about the political dimension but also learning from the political dimension.

     

  • 11.
    Håkansson, Michael
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Östman, Leif
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Politics and the political in environmental and sustainability education: A construction of an analytical modelIn: Environmental Education Research, ISSN 1350-4622, E-ISSN 1469-5871Article in journal (Refereed)
    Abstract [en]

    Researchers in environmental sustainability education (ESE) play a central role in the political dimension that pluralism gives rise to. This includes the increasing theoretical tendency to view conflicts as ontological in a pluralistic democracy.  Curiously, though the political dimension of educational processes has been theorized in ESE, empirical studies are still unusual. The aim of this article is, through theoretical, methodological and empirical work, to construct an analytical model to generate empirical knowledge about politics and the political – where students’ deal with conflicts, decision, inclusion and exclusion - in teaching and learning activities.  This article recounts a combined empirical and philosophical study of the political dimension in ESE practice.  The empirical material consists of a video recorded lesson and attempts to understand why some of the students did not raise their voices to express their disagreements, even though they clearly express disagreements in a written survey after the same lesson. This contradictory pictures has rarely been discussed in ESE research literature. It is crucial to reflect on whether face-to-face relations tamp down conflicts and if the students consequently do not become educated in or involved in the political dimension of environmental and sustainable issues. This concern is addressed using Chantal Mouffe’s theory of the political and a pragmatist theory of emotions and meaning-making, particularly by John Dewey. Introducing a didactical analytical model of political moments allows us to identify when a moment occurs as political. This model also allows us to study the anatomy of a political moment: first, we never start from scratch, meaning that we experience things that we discover as valuable and to which we feel committed; second, the moment is one that demands a judgment between incompatible alternatives; and third, the moment require a decision between conflicting ends of a kind that will determine or re-determine some amount of previously assumed solidarity and communality, i. e. our social relations. These moments occur when students suddenly experience undecidability in a situation that requires a decision, which inevitably leads to an act of inclusion and exclusion. In other words, the political becomes embodied in a practice of politics in a given context. This may include not only a new appreciation for commitments as part of the political dimension but also invite a way of learning from experiencing political moment in terms of undecidability and antagonism. With these ideas in mind, we suggest that the political dimension can become the source of new understandings, particularly that politics inevitably is an act of inclusion and exclusion.

     

     

     

  • 12.
    Håkansson, Michael
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Östman, Leif
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    The political dimension in ESE: the construction of a political moment model for analyzing bodily anchored political emotions in teaching and learning of the political dimension2019In: Environmental Education Research, ISSN 1350-4622, E-ISSN 1469-5871, Vol. 25, no 4, p. 585-600Article in journal (Refereed)
    Abstract [en]

    This article departures from the understanding of environmental sustainable education (ESE) as a political project that consists of dissonant and conflicting voices. The aim of the article is to understand how affection, i.e. bodily sensations, transform into political emotions in teaching and learning settings. The article offers a philosophical and empirically based model called the 'political moment model' for analyzing bodily anchored political emotions in teaching and learning of the political dimension. The model was developed in response to an empirical case study where the data were somewhat confusing. In order understand the empirical data, we used parts of Mouffe's theory of the political and various scholars' work on political emotions and placed these aspects in a pragmatist standpoint of experience, emotions and meaning making. The model helped to investigate students' experiences of the political dimension in situations where they experienced affection, i.e. bodily sensation, and emotions in connection with reflections and discussions about how to handle public issues of sustainable development. The article ends with a theoretical discussion of the findings in order to understand the political dimension in teaching and learning activities and to discern possible directions for future research on political moments in ESE.

  • 13.
    Kronlid, David O.
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education. Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Theology, Department of Theology.
    Ohman, Johan
    An environmental ethical conceptual framework for research on sustainability and environmental education2013In: Environmental Education Research, ISSN 1350-4622, E-ISSN 1469-5871, Vol. 19, no 1, p. 21-44Article in journal (Refereed)
    Abstract [en]

    This article suggests that environmental ethics can have great relevance for environmental ethical content analyses in environmental education and education for sustainable development research. It is based on a critique that existing educational research does not reflect the variety of environmental ethical theories. Accordingly, we suggest an alternative and more nuanced environmental ethical conceptual framework divided into Value-oriented Environmental Ethics and Relation-oriented Environmental Ethics and present two pragmatic schedules for analyses of the value and relation contents of e.g. classroom conversations, textbooks and policy documents. This framework draws on a comparative reading of some 30 key books and 20 key articles in academic journals in the field of environmental philosophy and reflects main traits in environmental ethics from the early 1970s to the present day.

  • 14.
    Mickelsson, Martin
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education. Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, SWEDESD - The Swedish International Centre of Education for Sustainable Development.
    Kronlid, David
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, SWEDESD - The Swedish International Centre of Education for Sustainable Development. Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Lotz-Sisitka, Heila
    Rhodes Univ, Environm Learning & Res Ctr, Grahamstown, South Africa.
    Consider the Unexpected: Scaling ESD as a matter of learning2019In: Environmental Education Research, ISSN 1350-4622, E-ISSN 1469-5871, Vol. 25, no 1, p. 135-150Article in journal (Refereed)
    Abstract [en]

    This article aims to introduce a view of scaling as a learning process. In the article we discuss the concept of ‘scaling up’ or ‘scaling’ of Education for Sustainable Development (ESD) activities on the basis of how ‘scaling up’ ESD is highlighted in the UNESCO Global Action Programme (GAP) on ESD. Drawing on a Deweyan theory of learning as processes of transactional encounters, the article presents a conceptual framework of scaling-ESD- activities-as-learning. This conceptual framework is intended to have implications for ESD policy and ESE research. The theoretical specications and practical implications presented are results of data collected using a participatory research approach (Re-Solve) and an abductive analysis. In this article, we argue that viewing scaling as a learning process enables a nuanced notion of scaling ESD-activities. This should be seen in relation to (a) complex sustainability challenges, (b) ethical aspects, (c) a more attentive and strict approach to scaling in ESD policy and (d) addressing questions of signicant importance to scaling research.

  • 15.
    Ojala, Maria
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Hope and climate change: The importance of hope for pro-environmental engagement among young people2012In: Environmental Education Research, ISSN 1350-4622, E-ISSN 1469-5871, Vol. 18, no 5, p. 625-642Article in journal (Refereed)
    Abstract [en]

    Although many young people think climate change is an important societal issue, studies indicate that pessimism is quite common. Finding ways to instill hope could therefore be seen as vital. However, is hope positively related to engagement or is it only a sign of illusory optimism? The aim of the study was to explore if hope concerning climate change has a significant relation to pro-environmental behavior as well as an impact on behavior when controlling for already well-known predictors such as values, social influence, knowledge, and gender. Two questionnaire studies were performed, one with a group of Swedish teenagers (n = 723) and one with a group of Swedish young adults (n = 381). ‘Constructive’ hope had a unique positive influence on pro-environmental behavior. Hope based on denial, however, was negatively correlated with pro-environmental behavior in the two samples and was a significant negative predictor in the teenage group. The conclusion is that hope is not only a pleasant feeling but could also work as a motivational force, if one controls for denial. Implications for education concerning sustainable development are discussed.

  • 16.
    Rudsberg, Karin
    et al.
    Uppsala University, Faculty of Educational Sciences, Department of Curriculum Studies.
    Öhman, Johan
    Pluralism in practice: experiences from Swedish evaluation, school development and research2010In: Environmental Education Research, ISSN 1350-4622, E-ISSN 1469-5871, Vol. 16, no 1, p. 95-111Article in journal (Refereed)
    Abstract [en]

    In the international policy debate, environmental education and education for sustainable development seem to be moving away from a focus on behavioural modifications to more pluralistic approaches. This article illuminates a Swedish example of a strategic interplay between evaluation, development and research that relates to this shift, involving actors from schools, governmental agencies and researchers. The specific purpose of the research was to analyse and describe teachers' attempts to stimulate a pluralistic meaning-making process among their students in the context of education for sustainable development. The empirical material consisted of video-recorded lessons in secondary and upper secondary schools. In the analysis we used a methodological approach based on John Dewey's pragmatic philosophy and Ludwig Wittgenstein's first-person perspective on language. A concept called 'epistemological moves' has been used to clarify the actions that teachers perform in order to guide students in procedures of meaning-making. The analysis shows that the teachers perform a number of actions that make pluralistic meaning-making possible: encouraging the students to compare, specify, generalise and test their arguments under different circumstances. The teachers also encouraged the students to examine and evaluate different alternatives and be critical of their own statements. Finally, the findings are related to a perspective of democracy as a form of life.

  • 17.
    Rudsberg, Karin
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Öhman, Johan
    The role of knowledge in participatory and pluralistic approaches to ESE2015In: Environmental Education Research, ISSN 1350-4622, E-ISSN 1469-5871, Vol. 21, no 7, p. 955-974Article in journal (Refereed)
  • 18.
    Van Poeck, Katrien
    et al.
    Univ Ghent, Ctr Sustainable Dev, Ghent, Belgium.
    Östman, Leif
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Creating space for "the political" in environmental and sustainability education practice: a Political Move Analysis of educators' actions2018In: Environmental Education Research, ISSN 1350-4622, E-ISSN 1469-5871, Vol. 24, no 9, p. 1406-1423Article in journal (Refereed)
    Abstract [en]

    Literature about education's role in realising a more sustainable world emphasises the importance of acknowledging democratic and political challenges in environmental and sustainability education (ESE). This article offers an empirically grounded theoretical and methodological contribution to future research on how the political' is introduced, handled and experienced in ESE practice. It presents an analytical method, Political Move Analysis', for investigating how educators' actions open-up or close down a space for the political in learners' meaning-making. The method has been developed through empirical case studies that allowed to identify a variety of politicising' and de-politicising moves' performed by educators. Through these moves, educators can engage in very diverse teaching practices which differently affect the direction of people's meaning-making. These findings are theoretically discussed in view of how to understand the entanglement of the educative and the political in ESE. Prospects for future research and for inspiring teaching practice are pointed out.

  • 19.
    Östman, Leif
    Uppsala University, Faculty of Educational Sciences, Department of Curriculum Studies.
    Education for sustainable development and normativity: a transactional analysis of moral meaning-making and companion meanings in classroom communication2010In: Environmental Education Research, ISSN 1350-4622, E-ISSN 1469-5871, Vol. 16, no 1, p. 75-93Article in journal (Refereed)
    Abstract [en]

    The purpose of the present article is to present and illustrate two different ways of analysing the normativity and discursivity of classroom communication during education for sustainable development (ESD). The two types of analysis can provide important knowledge for discussions of ESD in relation to morals and democracy. Both methods are based on pragmatism and the later works of Wittgenstein. The first approach was developed to examine the relationship between cultural and psychological processes in environmental ethical meaning-making. It draws on the endeavours of sociocultural research and cultural psychology to take the individual into account, or in other words, the intrapersonal dimension of meaning-making, which is not usually the case in the analysis of ESD. The second method relates to the normativity of ESD. Dewey refers to the apparently implicit socialisation taking place during education as 'collateral learning'. We refer to the content included in subsidiary forms of learning as companion meaning, which either follows on automatically when teaching knowledge content, or becomes collateral learning when one learns scientific meanings. Such meanings can, for example, be concerned with the nature of knowledge and people's relations to nature.

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