Earth literacy and Deep ecology principles in innovative pedagogy context and attitudes of teachers in the post-communist country

Karolina Machackova, Jiri Zeleny, Martin Pop

doi:10.17762/pae.v57i7.82

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Published: Dec 23, 2020

DOI: https://doi.org/10.17762/pae.v57i7.82

Karolina Machackova, Jiri Zeleny, Martin Pop

Abstract

This study aims to identify whether and how teachers in elementary schools in post-communist country implement Earth literacy and Deep ecology thoughts using Forest Pedagogy methods and outdoor tuition. The theoretical framework is based on Earth literacy and A. Naesss Deep ecology principles. In-depth semi-structured interviews with the 285 teachers, including 19 headmasters from elementary schools in the form of the Pyramid Model of Wengraf, probing, and cross-case analysis methodologically approached this topic. Research has shown barriers to outdoor teaching and society-wide problem, including all stakeholders. The authors submit a proposal consisting of a five-stage model of school curriculum that is internationally applicable. The results may contribute to improving environmental education.

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Vol. 57 No. 7 (2020): Volume 57 No 7 (2020)

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