Mes: febrero 2026

Ecopedagogía, Educación ambiental, Formación del profesoradoDeja un comentario

Acosta, Illescas, & de las Heras (2025). Centros Ecoescuelas vs Centros no Ecoescuelas. ¿ Suponen una ventaja en la generación de la actitud ambiental del alumnado?

JoseManu

El deterioro ambiental de nuestro planeta es cada vez más evidente y sus efectos afectan directamente al entorno en el que vivimos. Una estrategia clave para abordar esta situación es la integración de la educación ambiental en la escuela, con el fin de fomentar en el alumnado una actitud responsable hacia el medio ambiente y contribuir así a la sostenibilidad del planeta en el futuro. Esta investigación tiene como objetivo analizar la actitud ambiental del alumnado de cuarto, quinto y sexto de educación primaria en dos centros educativos con características diferenciadas: uno perteneciente a la red andaluza de Ecoescuelas y … Continúa leyendo Acosta, Illescas, & de las Heras (2025). Centros Ecoescuelas vs Centros no Ecoescuelas. ¿ Suponen una ventaja en la generación de la actitud ambiental del alumnado?

Acción transformadora, Formación del profesorado, Justicia ecosocialDeja un comentario

Blenkinsop, Fraser & Wihelmsson (2024). Ecologizing Bildung: Educating for the eco-social-cultural challenges of the twenty-first century.

JoseManu

This paper has two main purposes. The first, more informational, is to introduce, re-introduce, the German-Nordic concept of Bildung (1) to Canadian environmental education. This includes a brief attempt to define, a short overview of its history which stretches back to the Eighteenth century at least, and then an exploration of why and whether Bildung might still have some relevance and value in a postmodern, post-humanist, world filled with social crises and myriad human injustices that need attending to. The second purpose, is more theoretically expansive and experimental, wherein we explore ways this modern humanist concept of Bildung might not … Continúa leyendo Blenkinsop, Fraser & Wihelmsson (2024). Ecologizing Bildung: Educating for the eco-social-cultural challenges of the twenty-first century.

Cambio climático, Currículo de emergencia, Educación científica- STE(A)MDeja un comentario

Meira y Serantes (2025). The climate crisis in Spanish textbooks: nine proposals for a new era. 

JoseManu

Textbooks continue to be the most widely used educational resource in the classroom. It could be argued that one of their advantages is that they unify the content to be covered, the teaching guidelines for addressing it and when to do so. However, they tend to present compartmentalised information, with disciplinary biases and decontextualised, which makes it difficult to offer a comprehensive and situated vision of socially relevant issues, such as the climate crisis, which are difficult to fit into the disciplinary frameworks of the curriculum. For a decade we have been analysing how climate change (CC) is dealt in … Continúa leyendo Meira y Serantes (2025). The climate crisis in Spanish textbooks: nine proposals for a new era. 

Ecodependencia, Ecopedagogía, Sostenibilidad1 comentario

Tsevreni (2024). Empowering Spiritual Human-Nature Relationship through Mindfulness Pedagogical Paths.

JoseManu

This study emphasises the need to empower spirituality within the framework of environmental education, and demonstrate its value as a vital component in the human-nature relationship. This is proposed through utilizing the meaning, content and practice of mindfulness. The examination of mindfulness, as a pedagogical philosophy as well as methodology, contributes to the relief of our disconnectedness as humans from nonhuman nature, and to the creation of a harmonious relationship with the nonhuman world. Thus emerge three pedagogical paths: slowing down from the frenetic rhythms of our everyday lives in contemporary high-tech societies and promoting mindful connection with nature; mindful … Continúa leyendo Tsevreni (2024). Empowering Spiritual Human-Nature Relationship through Mindfulness Pedagogical Paths.