Introduction: What Is Ecocentric Education?
Ecocentrism has roots in environmental philosophy, which questions the conceptual dichotomy between humans and the environment, acknowledging nonhuman species’ right to flourish independently of human interest (Naess 1973). Generally, ecocentrism refers to a planet- and nature-centered as opposed to the human-centered (anthropocentric) system of values. Inspired by this philosophy, ecocentric education focuses on intrinsic values of the ecosystem, environment, and individual living beings and habitats in environmental education (EE) and education for sustainable development (ESD).
Originally, ecocentrism has played a large part in how environmental education was conceived. In part inspired by The Limits to Growth publication (Meadows et al. 1972), EE attempted to develop the necessary skills to address the challenges and foster knowledge, attitudes, motivations, and commitments for the protection of the environment, as expressed in the...
- Gorski PC (2009) Critical ties: the animal rights awakening of a social justice educator. http://www.edchange.org/publications/animal-rights-social-justice.pdf
- Grant J, Jungkunz VG (eds) (2016) Political theory and the animal/human relationship. SUNY Press, New YorkGoogle Scholar
- Higgins P (2010) Eradicating ecocide: laws and governance to prevent the destruction of our planet. Shepheard Walwyn Publishers, London, pp 62–63Google Scholar
- Jickling B (1996) Wolves, ethics and education: looking at ethics through The Yukon Wolf Conservation and Management Plan. In: Jickling B (ed) A colloquium on environment, ethics and education. Yukon College, Whitehorse, pp 158–163Google Scholar
- Kahn R (2008) From education for sustainable development to ecopedagogy: sustaining capitalism or sustaining life. Green Theory Prax J Ecopedagogy 4(1):1–14Google Scholar
- Kahn R (2010) Critical pedagogy, ecoliteracy, & planetary crisis: the ecopedagogy movement. Peter Lang, New YorkGoogle Scholar
- Kopnina H (2011) Qualitative revision of the new ecological paradigm (NEP) scale for children. Int J Environ Res. Bingley 5:1025–1034Google Scholar
- Kopnina H (2014c) If a tree falls: business students’ reflections on environmentalism. Int J Environ Sustain Dev 8(3):311–329Google Scholar
- Kopnina H (2017) Discussing practical and educational challenges in teaching circular economy. In: Sindakis S, Theodorou P (eds) Global opportunities for entrepreneurial growth: coopetition and knowledge dynamics within and across firms. Emerald Publishing, Bingley, UK, pp 507–522CrossRefGoogle Scholar
- Kopnina H, Gjerris M (2015) Are some animals more equal than others? Animal rights and deep ecology in environmental education. Can J Environ Educ 20:109–123Google Scholar
- LaChapelle D (1991) Educating for deep ecology. J Exp Educ 14:18–22Google Scholar
- McDonough W, Braungart M (2010) Cradle to cradle: remaking the way we make things. North Point Press, New YorkGoogle Scholar
- Meadows DH, Meadows DL, Randers J, Behrens WW III (1972) The limits to growth. Universe Books, New YorkGoogle Scholar
- Ortiz A (2015) Humane liberation: incorporating animal rights into critical pedagogy. Vt Connect 32:8–30Google Scholar
- Rammelt C, Crisp P (2014) A systems and thermodynamics perspective on technology in the circular economy. Real-World Econ Rev 68:25–40Google Scholar
- UNESCO-UNEP (1976) The Belgrade Charter: a global framework for environmental education. Connect UNESCO-UNEP Environ Educ Newsl 1(1):1–2Google Scholar
- Wilson EO (1984) Biophilia: the human bond with other species. Harvard University Press, CambridgeGoogle Scholar