midori mitsuhashi
TRANSCRIPT
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Two Ecosophies and Early Childhood Education for Sustainability:
Skogsmulle and Reggio Emilia as Practical Examples
Midori MITSUHASHI
Abstract
This research aims to identify contemporary common issues addressed in two ecosophies coined by a Norwegian philosopher, Arne Næss, and a French psychoanalyst, Félix Guattari. It then explores Swedish Skogsmulle and Italian Reggio Emilia as examples of ecosophical approach in early childhood education for sustainability (ECEfS). This research conducted extensive literature reviews of Næss and Guattari. Subsequently this paper applied emerging core principles to compare the philosophy of Skogsmulle and Reggio Emilia respectively. The finding demonstrates that two ecosophies both value direct experience to deconstruct worldviews formed through global capitalism, and to reconstruct their own value systems. Skogsmulle and Reggio Emilia employ the common approach where institutional framework is designed to systematically encourage children to be curious towards their surrounding world through direct experience, and to stimulate their own meaning-making. This research findings add another aspect to children’s participation: engagement. Children going through ECEfS practices with a sense of engagement could have meaningful influence in shifting paradigms for sustainable worlds. Keywords: Næss, Guattari, Skogsmulle, Reggio Emilia, education for sustainability
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2017 2018 63
2017 2019 110 292017
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Arne Næss, 1912 2009 Félix Guattari, 1930 1992 1970 1980
early childhood education for sustainability ECEfS 1 1. 2
education for sustainability EfSeducation for sustainable development ESD
ESD
Davis et al., 2008 251997 2013 Shier 2001
2020 172 EfS ESD 2014 Morrell & O’Connor
2002 xviiEfS ESD
2
economy eco- philosophy -sophy1989 1997 62 1973
“The shallow and the deep, long-range ecology movement. A summary” Næss, 19731989 Ecology, Community and Lifestyle 1989 1997
1989 1997 63
1989 1989 20083 1992 2017
19892008 10
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19505 6 4
19605
2018 2020a2006 2019 14
2020b
Olsson, 2009 2006 2019
ECEfS 2
2006 2009 2018 2020a, 2020b, 2021c
ECEfS
1990 1997 1996 2012 2006 2019 Vecchi, 2010Weedon
1987 32
3 3. 1
4 3. 1. 1
6
1989 1997 44
Næss, 19731989
2008 9 7
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1989 2008 10
3. 1. 2
8
1989 1997 481989 1997 89
1989 1997 59, 92self-realization
Self -realization1989 1997 139 Næss, 1973 96
1989 1997 276
2013 2015 33
1992 2017 652013 2015 435
Olsson, 2009 19
1989 2008 22
9
1992 2017 41 2011 2014 182 197
3. 1. 3
1989 1997 611989 1997 61
1989 1997 611989 1997 62
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X Y Z 1989 1997 62
2006 2731989 1997
283 1989 1997 288
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1992 2017 9910
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2012=2012 123
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3. 1. 4
sophia
1989 1997 62
2013 2015 476-492
2013 2015 486
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3. 2
3. 2. 1
1990 1997 21
12 1990 1997 17
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1990 1997 871990 1997 21
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Self-realization 2020b 13
2020b
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1990 1997 281990 1997 88
1990 1997 18
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progettazioneCagliari et al, 2016 325
4
100 1996 2012 5
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2006 2019 15
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progettazione
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Vecchi, 2010 9
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Guattari, 1996 1361989 2008 43
2006 2019 100 Progettare
2006 2019 94
Guattari, 1996 133
sguardo valorizzante17 2006 2019 1142006 2019 114
2006 2019 115 valorizzante
valorisation 1989 2008 64Guattari, 2015 31
4
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ECEfS
engagement
18
1946 1996 4419
ECEfS
ECEfS
1 education for sustainability
education for sustainable development
early childhood education for sustainability ECEfS 2
4 2007 5 1996 2012 6 7 8
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9
2020 10 1992 2017 46
2012 2012 89 133 11 2009 2018 26 44
12 8 13
2011 2014 27
14
Moss, 2019 122
1977 1988 252
1977 1988 185 15
1977 1988 85 16 produce
emergent self
1992 2017 107 emergence 17 valorization valorisation valorizacão
Merriam-Webster
valorization 18
2006 2019 19 19
2006 87
2020
2007 2006
F. 1977 1988 F. 1985 2000 F. 1989 2008 F. 1992 2017 F. 2011 2014 F. 2012 2012 F. 2013 2015
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J P. 1946 1996
G. 2009 2018 2018
G. P. 2006 2019 C. 1 31
2014 1526 1 13 A. 1989 1997
Næss, A. (1989) Ecology, Community and Lifestyle. Translated by D. Rothenberg, New York: Cambridge University Press.
2020 ESD R. 1997 2013
L. 1996 2012 10038 47
2020a ESD Vol.3 29 39 2020b Vol.3 1 3 16 2020c Vol.23, 111 120
2017 S. 1990 1997 B. 2017 2019
K. 2017 2018 C. 2006 2019
1996 2012 100 Cagliari, P. et al. (eds.) (2016) Loris Malaguzzi and the Schools of Reggio Emilia. New York: Routledge. Davis, J., Engdahl, I., Otieno, L., Pramling-Samuelsson, I. & Siraj-Blatchford, J. et al. (2008) The Gothenburg
Recommendations on Education for Sustainable Development. Gothenburg: SWEDESD, Chalmers University & University of Gothenburg.
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JSPS JP20J11691
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