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Publications (10 of 194) Show all publications
Garrison, J., Östman, L. & Van Poeck, K. (2024). Anthropocosmism: an Eastern humanist approach to the Anthropocene. Environmental Education Research, 30(7), 1161-1176
Open this publication in new window or tab >>Anthropocosmism: an Eastern humanist approach to the Anthropocene
2024 (English)In: Environmental Education Research, ISSN 1350-4622, E-ISSN 1469-5871, Vol. 30, no 7, p. 1161-1176Article in journal (Refereed) Published
Abstract [en]

This paper addresses the discussion on the Anthropocene in environmental education research. It aims to enrich and widen the debate about the appropriateness of humanist approaches to environmental education and sustainability. In response to criticism about anthropocentric responses to human-made environmental destruction, the authors introduce a version of Eastern humanism: Tu Weiming's 'Anthropocosmism'. This idea of a non-anthropocentric humanism embedded in the cosmic order is strikingly different from the anthropocentric separatism typical of Western humanism. Moving beyond a blanket condemnation of humanism, this paper explores what a specific, non-Western form of humanism may have to offer in response to anthropogenic ecological crises. The argument is developed that Anthropocosmism can help us fully recognize humans' exceptional ethical responsibility in light of these crises without falling into the mistake of Western humanism's dominant discourse that connects this exceptionalism to forms of human superiority over and domination of other-than-human nature.

Place, publisher, year, edition, pages
Routledge, 2024
Keywords
Anthropocosmic, Anthropocene, environmental education, humanism, more/other-than-human, sustainability
National Category
Human Geography
Identifiers
urn:nbn:se:uu:diva-542157 (URN)10.1080/13504622.2024.2314039 (DOI)001196767300001 ()
Funder
Swedish Research Council, 2019-04819
Available from: 2024-11-11 Created: 2024-11-11 Last updated: 2024-11-11Bibliographically approved
Bengtsson, S. L., Hansson, P., Håkansson, M. & Östman, L. (2024). Positioning controversy in environmental and sustainability education. Environmental Education Research, 30(9), 1405-1431
Open this publication in new window or tab >>Positioning controversy in environmental and sustainability education
2024 (English)In: Environmental Education Research, ISSN 1350-4622, E-ISSN 1469-5871, Vol. 30, no 9, p. 1405-1431Article in journal (Refereed) Published
Abstract [en]

This study delves into the intricate dynamics of controversial issues in environmental education, challenging conventional notions. It explores the relationship between “controversy” and the field of environmental education, elucidating its multifaceted dimensions in and ambitions of teaching practice. In dialogue with previous research and based on our empirical study, we contend that controversy’s existence transcends the mere content of education and extends to its perceived fundamental core and normative underpinnings. We argue that controversy, including controversial sustainability issues (CSIs), is not confined to educational content alone but encompasses the purposes of education. We propose that controversy in educational encounters cannot be neatly categorized as a fixed, predictable social product and is not solely dependent on student interaction. This challenges earlier research positions that linked controversy to the presence of debate or dissensus in a subject area. Our study challenges the traditional understanding of controversy, highlighting its partial spontaneity and unpredictability in teaching. This contrasts previous positions that emphasized the epistemic dimension of controversy. Instead, our findings suggest that controversy plays an active role in the process of self-formation or subjectification in relation to any content.

Place, publisher, year, edition, pages
Routledge, 2024
Keywords
Controversial issues, controversy, teaching, sustainability issues
National Category
Didactics
Research subject
Curriculum Studies
Identifiers
urn:nbn:se:uu:diva-528325 (URN)10.1080/13504622.2024.2347868 (DOI)001214787200001 ()
Funder
Swedish Research Council, 2017-03662
Available from: 2024-05-20 Created: 2024-05-20 Last updated: 2024-11-20Bibliographically approved
Van Poeck, K., Vandenplas, E. & Östman, L. (2024). Teaching action-oriented knowledge on sustainability issues. Environmental Education Research, 30(3), 334-360
Open this publication in new window or tab >>Teaching action-oriented knowledge on sustainability issues
2024 (English)In: Environmental Education Research, ISSN 1350-4622, E-ISSN 1469-5871, Vol. 30, no 3, p. 334-360Article in journal (Refereed) Published
Abstract [en]

Knowledge about sustainability problems as it is typically taught does not per se lead to action for tackling these problems. Environmental and sustainability education researchers have argued for teaching more action-oriented knowledge. This article addresses the ‘didactical work’ required for teachers to do so, both in preparing and implementing lessons. The authors employ transactional didactic theory and the analytical method Practical Epistemology Analysis to open-up the black box of teaching and learning action-oriented knowledge on sustainability issues. The methodology, that has a strong focus on classroom observations, allows to empirically investigate the influence of teachers’ actions on students’ learning. It is here applied to a case study in higher education where it is engineering teachers’ explicit ambition for their students to explore and develop a wider area of knowledge about sustainability issues. Our findings shed light on what this requires in terms of the ‘scripting’, ‘staging’, and ‘performance’ of lessons.

Place, publisher, year, edition, pages
Routledge, 2024
National Category
Educational Sciences
Research subject
Curriculum Studies
Identifiers
urn:nbn:se:uu:diva-513897 (URN)10.1080/13504622.2023.2167939 (DOI)000913815600001 ()
Funder
Swedish Research Council
Available from: 2023-10-12 Created: 2023-10-12 Last updated: 2024-09-26Bibliographically approved
Van Poeck, K., Lidar, M., Lundqvist, E. & Östman, L. (2024). When teaching habits meet educational innovation: problematic situations in the implementation of sustainability education through ‘open schooling’. Environmental Education Research, 1-22
Open this publication in new window or tab >>When teaching habits meet educational innovation: problematic situations in the implementation of sustainability education through ‘open schooling’
2024 (English)In: Environmental Education Research, ISSN 1350-4622, E-ISSN 1469-5871, p. 1-22Article in journal (Refereed) Epub ahead of print
Abstract [en]

In the face of the global sustainability crisis, schools and teachers are called on to transform education and implement educational innovations to strengthen sustainability education. One of these innovations is ‘open schooling’: educational practices that involve students in identifying, exploring, and tackling real-world sustainability problems in the school environment and the local community. Such – often externally driven – innovations can disrupt teachers’ habitual ways of thinking and acting and create what John Dewey calls ‘problematic situations’. This article reports on explorative case studies in Belgian and Swedish schools that establish open schooling practices through LORET - Locally Relevant Teaching. It presents and discusses six different types of problematic situations that were observed as implementing LORET disturbed established teaching habits. Teachers experienced difficulties (1) to plan lessons starting from a sustainability challenge, (2) to take the students along in an authentic quest for solutions, (3) to plan lessons not knowing what the students’ input will be, (4) to collaborate among teachers, (5) to define and coordinate the roles of teachers and non-school partners, and (6) to create lesson plans and teaching materials from scratch.

Place, publisher, year, edition, pages
Routledge, 2024
Keywords
teaching habits, problematic situation, educational innovation, envionmental and sustainability education
National Category
Didactics
Identifiers
urn:nbn:se:uu:diva-539925 (URN)10.1080/13504622.2024.2405889 (DOI)001324714500001 ()2-s2.0-85205072387 (Scopus ID)
Funder
Swedish Research Council Formas, 2018-01427Swedish Research Council, 2019-04819
Available from: 2024-10-07 Created: 2024-10-07 Last updated: 2025-01-09Bibliographically approved
Östman, L. & Öhman, J. (2022). A transactional methodology for analysing learning. Mind, culture and activity, 1-17
Open this publication in new window or tab >>A transactional methodology for analysing learning
2022 (English)In: Mind, culture and activity, ISSN 1074-9039, E-ISSN 1532-7884, p. 1-17Article in journal (Refereed) Published
Abstract [en]

Investigating learning in ongoing classroom practices involves a number of methodological challenges. One main challenge, identified by scholars in sociocultural approaches, is how to take both the individual and the environment into consideration in analyses. Although the challenge we are addressing are methodological in character, the work of coming up with a transactional methodology requires philosophical and theoretical clarifications and here we use mainly the work of John Dewey. The main ambition of this article is to present and empirically illustrate a transactional research methodology – a package of analytical models and an analytical method – that fully recognize the dynamic relations between the individual and the environmental dimensions – how they interplay in the learning process and how certain learning outcomes result from that interplay. The three models we present concerns the trajectory of learning, how the influence of the individual and environmental dimensions on students learning can be understood and approached transactionally respectively the learning outcome in terms of what the person learn when (re)creating habits. The analytical method presented and illustrated is built upon a first person perspective on language use, which dissolves some of the methodological problems when investigating the individual dimension through in situ analyses.

Place, publisher, year, edition, pages
Taylor & Francis, 2022
National Category
Educational Sciences
Research subject
Curriculum Studies
Identifiers
urn:nbn:se:uu:diva-513898 (URN)10.1080/10749039.2022.2042029 (DOI)000763797100001 ()
Available from: 2023-10-12 Created: 2023-10-12 Last updated: 2024-07-04Bibliographically approved
Håkansson, M., Rolandsson, L. & Östman, L. (2022). Aesthetic Expression and Artistic Creation: A Transactional Analysis of Learning in Computer Programming. In: Garrison, J., Öhman, J. & Östman, L. (Ed.), Deweyan Transactionalism in Education: Beyond Self-action and Inter-action. Bloomsbury Academic
Open this publication in new window or tab >>Aesthetic Expression and Artistic Creation: A Transactional Analysis of Learning in Computer Programming
2022 (English)In: Deweyan Transactionalism in Education: Beyond Self-action and Inter-action / [ed] Garrison, J., Öhman, J. & Östman, L., Bloomsbury Academic, 2022Chapter in book (Refereed)
Place, publisher, year, edition, pages
Bloomsbury Academic, 2022
National Category
Educational Sciences
Identifiers
urn:nbn:se:uu:diva-468751 (URN)9781350233317 (ISBN)
Available from: 2022-03-01 Created: 2022-03-01 Last updated: 2022-11-02Bibliographically approved
Garrison, J., Öhman, J. & Östman, L. (Eds.). (2022). Deweyan Transactionalism in Education: Beyond Self-action and Inter-action. London: Bloomsbury Academic
Open this publication in new window or tab >>Deweyan Transactionalism in Education: Beyond Self-action and Inter-action
2022 (English)Collection (editor) (Other academic)
Place, publisher, year, edition, pages
London: Bloomsbury Academic, 2022. p. 273
National Category
Educational Sciences
Identifiers
urn:nbn:se:uu:diva-468749 (URN)9781350233317 (ISBN)9781350233324 (ISBN)
Available from: 2022-03-01 Created: 2022-03-01 Last updated: 2022-11-25Bibliographically approved
Garrison, J., Östman, L. & Öhman, J. (2022). Introduction. In: Garrison, J., Öhman, J. & Östman, L. (Ed.), Deweyan Transactionalism in Education: Beyond Self-action and Inter-action (pp. 1-16). Bloomsbury Academic
Open this publication in new window or tab >>Introduction
2022 (English)In: Deweyan Transactionalism in Education: Beyond Self-action and Inter-action / [ed] Garrison, J., Öhman, J. & Östman, L., Bloomsbury Academic, 2022, p. 1-16Chapter in book (Refereed)
Place, publisher, year, edition, pages
Bloomsbury Academic, 2022
National Category
Educational Sciences
Identifiers
urn:nbn:se:uu:diva-468754 (URN)9781350233317 (ISBN)978-1-3502-3334-8 (ISBN)
Available from: 2022-03-01 Created: 2022-03-01 Last updated: 2022-12-08Bibliographically approved
Nilsson, M., Emilsson, C., Jonsson, A., Tomson, G., Meijer, S., Östman, L. & Magnusson, U. (2022). Stronger efforts are needed to safeguard the nutrition of school aged children. BMJ. British Medical Journal, 376, Article ID o623.
Open this publication in new window or tab >>Stronger efforts are needed to safeguard the nutrition of school aged children
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2022 (English)In: BMJ. British Medical Journal, ISSN 0959-8146, E-ISSN 0959-535X, Vol. 376, article id o623Article in journal, Editorial material (Other academic) Published
Place, publisher, year, edition, pages
BMJ Publishing Group LtdBMJ, 2022
National Category
Occupational Health and Environmental Health
Identifiers
urn:nbn:se:uu:diva-471604 (URN)10.1136/bmj.o623 (DOI)000768108200002 ()35264329 (PubMedID)
Available from: 2022-04-04 Created: 2022-04-04 Last updated: 2024-01-15Bibliographically approved
Van Poeck, K. & Östman, L. (2022). The Dramaturgy of Facilitating Learning Processes: A Transactional Theory and Analytical Approach. In: Jim Garrison, Johan Öhman & Leif Östman (Ed.), Deweyan Transactionalism in Education: Beyond Self-action and Inter-action (pp. 123-136). London: Bloomsbury Academic
Open this publication in new window or tab >>The Dramaturgy of Facilitating Learning Processes: A Transactional Theory and Analytical Approach
2022 (English)In: Deweyan Transactionalism in Education: Beyond Self-action and Inter-action / [ed] Jim Garrison, Johan Öhman & Leif Östman, London: Bloomsbury Academic, 2022, p. 123-136Chapter in book (Refereed)
Place, publisher, year, edition, pages
London: Bloomsbury Academic, 2022
National Category
Educational Sciences
Identifiers
urn:nbn:se:uu:diva-468755 (URN)10.5040/9781350233348.ch-9 (DOI)9781350233317 (ISBN)9781350233348 (ISBN)9781350233355 (ISBN)9781350233324 (ISBN)9781350233331 (ISBN)
Available from: 2022-03-01 Created: 2022-03-01 Last updated: 2023-02-06Bibliographically approved
Projects
The network for research on literacy practices [2008-05070_VR]; Uppsala UniversityTeaching and learning processes concerning argumentation within Education for Sustainable Development (ESD) [2010-05162_VR]; Uppsala UniversityManners of teaching about controversial sustainability issues and students learning [2017-03662_VR]; Uppsala University; Publications
Bengtsson, S. L., Hansson, P., Håkansson, M. & Östman, L. (2024). Positioning controversy in environmental and sustainability education. Environmental Education Research, 30(9), 1405-1431
The public role of education in democratic sustainability transitions [2019-04819_VR]; Uppsala University; Publications
Garrison, J., Östman, L. & Van Poeck, K. (2024). Anthropocosmism: an Eastern humanist approach to the Anthropocene. Environmental Education Research, 30(7), 1161-1176Van Poeck, K., Lidar, M., Lundqvist, E. & Östman, L. (2024). When teaching habits meet educational innovation: problematic situations in the implementation of sustainability education through ‘open schooling’. Environmental Education Research, 1-22
Teaching and Learning The Embedded Economy [2023-05334_VR]; Uppsala University
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0002-0404-3601

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