Two Ecosophies and Early Childhood Education for Sustainability: Skogsmulle and Reggio Emilia as Practical Examples

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  • 二つのエコソフィと幼児期における持続可能性のための教育―「森のムッレ教室」と「レッジョ・エミリア」を実践例として―
  • フタツ ノ エコソフィ ト ヨウジキ ニ オケル ジゾク カノウセイ ノ タメ ノ キョウイク : 「 モリ ノ ムッレ キョウシツ 」 ト 「 レッジョ ・ エミリア 」 オ ジッセンレイ ト シテ

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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.

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