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As the planet confronts an interconnected meta-crisis linked to natural, political, social, and psychological challenges, there are some pedagogical tendencies that should be challenged within university education. Drawing on the philosophical literature of the Ecological University, this article uses an eco-philosophical framework for considering mainstream university pedagogy. We emphasise that the increasing mental health challenges of so many young people at university is both a symptom and a feature of the meta-crisis and a key consideration for how we might respond as university educators. We argue that many of the existing neoliberal and liberal tendencies in university can be interpreted as “Miserable Pedagogies” — which typically fail to engage with the meta-crisis as a threat to the planet’s psychological, social, political, or natural ecosystems. We suggest that our “pedagogies of misery” need to be disrupted and radically contested with an ecological world-view we describe as “Anthropocene Intelligence.” After setting out the key features of Anthropocene Intelligence, we consider how an alternative teaching approach, used by one of the authors, reflects such an ecological worldview and potentially provides a basis for more meaningful and active ways of being and learning on this finite planet.
This chapter explores Hopkins’s responses to the environmental degradation he witnessed in the 1870s and 1880s – from the time of his earliest professional assignments in the industrial north to his final years in Dublin – when the destructive effects of manufacturing industry, mechanization, and urban expansion were becoming increasingly apparent. Drawing on select poems, journals, and letters especially those to his family and friends when he relocates and describes his new surroundings, the chapter compares his views to those of his contemporaries such as John Ruskin and the industrial ‘Lanarkshire poets’ near Glasgow, Scotland. It focuses particularly on the pollution of air and water by mines and mills, and the emphasis Hopkins places on the purity of these elements for the well-being of both human and non-human life. It also notes Hopkins’s awareness of the damage done to whole ecosystems in the name of social and economic ‘progress’.
Fifteen years ago, we published an article in Social Science and Medicine seeking to resolve the contentious debate between advocates of two very different frameworks for understanding and addressing the mental health needs of conflict-affected populations. The two approaches, which we labelled trauma-focused and psychosocial, reflect deeply held beliefs about the causes and nature of distress in war-affected communities. Drawing on the burgeoning literature on armed conflict and mental health, the reports of mental health and psychosocial support (MHPSS) staff in the field, and on research on the psychology and psychophysiology of stress, we proposed an integrative model that drew on the strengths of both frameworks and underscored their essential complementarity. Our model includes two primary pathways by which armed conflict impacts mental health: directly, through exposure to war-related violence and loss, and indirectly, through the harsh conditions of everyday life caused or exacerbated by armed conflict. The mediated model we proposed draws attention to the effects of stressors both past (prior exposure to war-related violence and loss) and present (ongoing conflict, daily stressors), at all levels of the social ecology; for that reason, we have termed it an ecological model for understanding the mental health needs of conflict-affected populations.
Methods
In the ensuing 15 years, the model has been rigorously tested in diverse populations and has found robust support. In this paper, we first summarize the development and key tenets of the model and briefly review recent empirical support for it. We then discuss the implications of an ecological framework for interventions aimed at strengthening mental health in conflict-affected populations.
Results
We present preliminary evidence suggesting there has been a gradual shift towards more ecological (i.e., multilevel, multimodal) programming in MHPSS interventions, along the lines suggested by our model as well as other conceptually related frameworks, particularly public health.
Conclusions
We reflect on several gaps in the model, most notably the absence of adverse childhood experiences. We suggest the importance of examining early adversity as both a direct influence on mental health and as a potential moderator of the impact of potentially traumatic war-related experiences of violence and loss.
This Element traces the origins and development of bioethics, the principles and values involved in the discipline, and the roles of justice among these principles and values. The main tasks given to the concept of justice have since the late 1970s been nondiscrimination in research, prioritization in medical practice, and redistribution in healthcare. The Element argues that in a world challenged by planet-wide political and environmental threats this is not sufficient. The nature and meaning of justice has to be rethought. The Element does this by dissecting current bioethical approaches in the light of theories of justice as partly clashing interpretations of equality. The overall findings are twofold. Seen against the background of global concerns, justice in bioethics has become a silent guardian of economic sustainability. Seen against the same background, we should set our aims higher. Justice can, and must, be put to better use than it presently is. This title is also available as Open Access on Cambridge Core.
Chapter 2 examines 6:11–13 where creation had become saturated with violence. The Hebrew חמס often connotes systemic violence, and is thus an appropriate term for capturing the way that violence was understood to fill an environment. Once filled, the land could no longer sustain human, plant, or animal populations. Violence works like termites destroying the wood framing on the house. The house may appear reasonably solid from the outside until the moment before it collapses. There are several auditory terms writers use to describe creation in this crisis state. Some describe it in terms of acoustic tumult or uproar. The sound of violence also reverberates horizontally throughout creation in an ever increasing ‘tumult’, bringing creation to its breaking point. But the tumultuous sound of the violent also sends out shockwaves that reach God, because the basic impulse of violence is heavenward arrogance. This undermines the power of the arrogant because God responds decisively against arrogant claimants to Yhwh’s throne.
Chapter 21 deals with the gap between the theory and practice of teaching reading. The author describes the practices in a reading class in two different contexts in order to revisit principles of good practice while teaching reading.
Sociocultural and social cognitive theories have begun to make a lasting imprint on English Language Teaching (ELT) and learning as it is undertaken and understood today across a range of contexts (Steffensen and Kramsch ). This chapter reports on a study conducted with English language learners involved in Literature Circles (LCs) over an extended period and centres on an analysis of the discourse generated within these post-reading, group discussions. The chapter begins by contextualising LCs as a vehicle for reader response and collaborative engagement within an ecological perspective to second language (L2) development. Drawing on sociocultural theory (Lantolf, Thorne and Poehner ) and its application to collaborative engagement in a language learning environment, the discourse presented undergoes an ecologically grounded, dialogical analysis. This analysis interprets examples from the group conversations as affordances for language development identified as an emergent phenomenon, co-constructed and mediated by the support of peers, the shared reading experience and relevant scaffolding. The current study suggests that this dynamic combines collaborative interaction and interpersonal communication with ecosocial processes to promote spoken L2 development, where deep processing of shared interpretation, critical evaluation, collective noticing and expression of affect are externalised within the discussions.
There is a need for ecological approaches to guide global mental health programmes that can appropriately address the personal, family, social and cultural needs of displaced populations. A transactional ecological model of adaptation to displacement was developed and applied to the case of Syrian refugees living in Jordan.
Methods.
Syrian and Jordanian psychosocial workers (n = 29) supporting the Syrian refugee community in Jordan were interviewed in three waves (2013–2016). A grounded-theory approach was used to develop a model of key local concepts of distress. Emergent themes were compared with the ecological model, including the five ADAPT pillars identified by Silove (2013).
Results.
The application of the ecological concept of niche construction demonstrated how the adaptive functions of a culturally significant concept of dignity (karama) are moderated by gender and displacement. This transactional concept brought to light the adaptive capacities of many Syrian women while highlighting the ways that stigma may restrict culturally sanctioned opportunities for others, in particular men. By examining responses to potentially traumatic events at the levels of individual, family/peers, society and culture, adaptive responses to environmental change can be included in the formulation of distress. The five ADAPT pillars showed congruence with the psychosocial needs reported in the community.
Conclusions.
The transactional concepts in this model can help clinicians working with displaced people to consider and formulate a broader range of causal factors than is commonly included in individualistic therapy approaches. Researchers may use this model to develop testable hypotheses.
This article draws upon a ‘tale from the field’ (Van Maanen, 1988) to encourage New Zealand and Australian teachers of history and social studies to appraise how their own perceptions of place and teaching about Indigenous peoples’ histories impact upon their students’ learning. Moreover, it explains why Uri Bronfenbrenner's (1979) ecological systems model (despite its limitations) can assist the process of critiquing the teaching of Indigenous histories in schools on both sides of the Tasman Sea. It concludes that place conscious Indigenous land-based learning experiences, resulting from mutually beneficial collaborations with Indigenous communities, are needed to enhance the teaching of Indigenous peoples’ histories in both countries.
Early research on the mental health of civilians displaced by armed conflict focused primarily on the direct effects of exposure to war-related violence and loss. Largely overlooked in this war exposure model were the powerful effects of ongoing stressors related to the experience of displacement itself. An ecological model of refugee distress is proposed, drawing on research demonstrating that mental health among refugees and asylum seekers stems not only from prior war exposure, but also from a host of ongoing stressors in their social ecology, or displacement-related stressors. Implications of this model for addressing the mental health and psychosocial needs of refugees and other displaced populations are considered.
To systematically review the literature and map published studies on 4–8-year-olds’ intake of discretionary choices against an ecological framework (ANalysis Grid for Environments Linked to Obesity; ANGELO).
Design
Articles were identified through database searches (PubMed, PyscINFO®, Web of Science) in February and March 2014 and hand-searching reference lists. Studies were assessed for methodological quality and mapped against the ANGELO framework by environment size (macro and micro setting) and type (physical, economic, policy and socio-cultural influences).
Setting
Studies were conducted in the USA (n 18), Australia (n 6), the UK (n 3), the Netherlands (n 3), Belgium (n 1), Germany (n 1) and Turkey (n 1).
Subjects
Children aged 4–8 years, or parents/other caregivers.
Results
Thirty-three studies met the review criteria (observational n 23, interventions n 10). Home was the most frequently studied setting (67 % of exposures/strategies), with the majority of these studies targeting family policy-type influences (e.g. child feeding practices, television regulation). Few studies were undertaken in government (5·5 %) or community (11 %) settings, or examined economic-type influences (0 %). Of the intervention studies only four were categorised as effective.
Conclusions
The present review is novel in its focus on mapping observational and intervention studies across a range of settings. It highlights the urgent need for high-quality research to inform interventions that directly tackle the factors influencing children’s excess intake of discretionary choices. Interventions that assist in optimising a range of environmental influences will enhance the impact of future public health interventions to improve child diet quality.
The two contrasting theoretical approaches to visual perception, the constructivist and the ecological, are briefly presented and illustrated through their analyses of space and size perception. Earlier calls for their reconciliation and unification are reviewed. Neurophysiological, neuropsychological, and psychophysical evidence for the existence of two quite distinct visual systems, the ventral and the dorsal, is presented. These two perceptual systems differ in their functions; the ventral system's central function is that of identification, while the dorsal system is mainly engaged in the visual control of motor behavior. The strong parallels between the ecological approach and the functioning of the dorsal system, and between the constructivist approach and the functioning of the ventral system are noted. It is also shown that the experimental paradigms used by the proponents of these two approaches match the functions of the respective visual systems. A dual-process approach to visual perception emerges from this analysis, with the ecological-dorsal process transpiring mainly without conscious awareness, while the constructivist-ventral process is normally conscious. Some implications of this dual-process approach to visual-perceptual phenomena are presented, with emphasis on space perception.
In this paper, we criticize recent definitions of sustainable agriculture as being overly based on short-term economic criteria, rather than long-term ecological criteria. A concise definition of sustainable agriculture is put forth, premised on the assumption that the ecological parameters of energetics and ecosystem integrity ultimately determine the long-term viability of farming systems. We share with others the view that, in designing sustainable farming systems, a broad array of social and economic factors should be taken into consideration. We believe, however, that these factors are not intrinsic to a sustainable agriculture, but rather separate, desirable goals.
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