03101nam a22004695i 4500001001800000003000900018005001700027007001500044008004100059020001800100020001900118024003100137082001200168100003400180245015800214264004600372300003200418336002600450337002600476338003600502347002400538490009400562505010200656520130600758650002602064650001202090650002702102650003502129650002502164650002802189650001602217650001202233650002902245650002602274650002602300650002402326710003402350773002002384776003602404830009402440856009702534978-1-4020-5003-9DE-He21320260521092116.0cr nn 008mamaa100301s2006    ne |    s    |||| 0|eng d  a9781402050039  a997814020500397 a10.1007/1-4020-5003-82doi04a1702231 aPostma, Dirk Willem.eauthor.10aWhy Care for Nature?h[electronic resource] :bIn Search of an Ethical Framework for Environmental Responsibility and Education /cby Dirk Willem Postma. 1aDordrecht :bSpringer Netherlands,c2006.  aX, 221 p.bonline resource.  atextbtxt2rdacontent  acomputerbc2rdamedia  aonline resourcebcr2rdacarrier  atext filebPDF2rda1 aThe International Library of Environmental, Agricultural and Food Ethics,x1570-3010 ;v90 aBecause we are citizens -- Because we are human -- Because we educate citizens caring for nature.  aWhat is it that inspires us humans tot take responsibility for our involvement with the natural environment? And how do we familiarise children with practices of environmental responsibility? These questions are at the heart of this book, resulting from a comprehensive inquiry into the ethical and politico-philosophical dimensions of environmental education. Two sources of inspiration and responsibility are discussed in particular. First, as citizens of a civil society, inspiration stems from our commitment to the continuation of the collective practices in which we are already engaged. Second, inspiration emerges from our sensual-aesthetic acquaintanceship with the natural surroundings in the course of our everyday activities. This study concludes that there is insufficient room for these sources of inspiration and responsibility within the prevailing framework of Education for Sustainable Development (ESD). An alternative view on the nature and purpose of environmental education is put forward in light of these shortcomings. This view aims to retrieve an existential human sense of care for our natural environment, beyond the narrowly defined appeals made on behalf of future generations, as well as beyond the romantic appeals made on behalf of the intrinsic sovereignty of nature. 0aPHILOSOPHY (GENERAL). 0aETHICS. 0aEDUCATIONxPHILOSOPHY. 0aPOLITICAL SCIENCExPHILOSOPHY. 0aEDUCATION AND STATE. 0aENVIRONMENTAL SCIENCES.14aPHILOSOPHY.24aETHICS.24aPHILOSOPHY OF EDUCATION.24aENVIRONMENT, GENERAL.24aPOLITICAL PHILOSOPHY.24aEDUCATIONAL POLICY.2 aSpringerLink (Online service)0 tSpringer eBooks08iPrinted edition:z9781402050022 0aThe International Library of Environmental, Agricultural and Food Ethics,x1570-3010 ;v940uhttp://dx.doi.org/10.1007/1-4020-5003-8zVer el texto completo en las instalaciones del CICY