Article metrics

  • citations in SCindeks: 0
  • citations in CrossRef:0
  • citations in Google Scholar:[=>]
  • visits in previous 30 days:28
  • full-text downloads in 30 days:12
article: 3 from 22  
Back back to result list
Inovacije u nastavi - časopis za savremenu nastavu
2018, vol. 31, iss. 4, pp. 15-30
article language: English
document type: Original Scientific Paper
doi:10.5937/inovacije1804015V

Creative Commons License 4.0
From anthropocentrism to ecocentrism in teaching science and social studies
aUniversity of Belgrade, Teacher Training Faculty
bEducation Research Institute

e-mail: zorica.veinovic@uf.bg.ac.rs

Project

From encouraging initiative, cooperation and creativity in education to new roles and identities in society (MESTD - 179034)

Abstract

The aim of the paper is to present the ways in which the attitudes of science, technology and society towards nature and the place of mankind in it have been reflected in the Science and Social Studies curricula from the mid-20th century up to this day. We wanted to explore the manner in which the relationship between mankind and nature (man as a master of nature or a part of it) and our role in its preservation (instrumental reasons or intrinsic value of nature) were presented in the Science and Social Studies curricula over a longer period of time. Content analysis method was implemented in our research. According to the analysis, the timeline of the Science and Social Studies curricula goes from marked anthropocentrism and anatagonism between man and nature (the 50s and 60s of the 20th century), through moderate anthropocentrism with hints of ecocentrism (from the 70s up to the end of the 20th century), to the dominant ecocentrism (in the contemporary 21st century curricula). This process was slow and often out of sync with the development of scientific thought and social circumstances caused by the global environmental crisis. On the other hand, although environmental protection has been included in the analysed curricula, the reasons for its inclusion are either vague or of instrumental nature. Environmental protection arising from intrinsic values of natural entities, and not (only) serving human interests, has not found its place in the Science and Social Studies curricula yet. The opportunities for improvement of the curricula in this context have been problematised in this paper.

Keywords

anthropocentrism; ecocentrism; environmental protection; curricula; teaching science and social studies

References

*** (1959) Nastavni plan i program za osnovnu školu u Narodnoj Republici Srbiji. Prosvetni glasnik, br. 7-9
*** (1984/1985) Zajednički plan i program vaspitno-obrazovnog rada u osnovnoj školi. Prosvetni glasnik, br. 3-5
*** (2006) Pravilnik o nastavnom programu za 4. razred osnovnog obrazovanja i vaspitanja. Službeni glasnik RS - Prosvetni glasnik, br. 3
*** (1976) Pravilnik o zajedničkom planu i programu obrazovno-vaspitnog rada u osnovnoj školi. Prosvetni glasnik, br. 6-9
*** (1963) Nastavni plan i program za osnovnu školu. Prosvetni glasnik, br. 11-12
*** (1975) The Belgrade charter: A framework for environmental education. in: UNESCO-UNEP International Workshop on Environmental Education, October 13-22
*** (1952) Nastavni plan i program za osnovnu školu u Narodnoj Republici Srbiji. Prosvetni glasnik, br. 9
*** (1991) Pravilnik o izmenama i dopunama pravilnika o nastavnom planu i programu osnovnog obrazovanja i vaspitanja. Službeni glasnik RS - Prosvetni glasnik, br. 2
*** (1995) Pravilnik o izmenama i dopunama pravilnika o nastavnom planu i programu osnovnog obrazovanja i vaspitanja. Službeni glasnik RS - Prosvetni glasnik, br. 5
*** (2001) Pravilnik o izmenama i dopunama pravilnika o nastavnom planu i programu osnovnog obrazovanja i vaspitanja. Službeni glasnik RS - Prosvetni glasnik, br. 4
*** (1957) Uputstvo za sažimanje nastavnog programa za osmogodišnje škole. Prosvetni glasnik, br. 8
*** (2010) Pravilnik o izmenama i dopunama pravilnika o nastavnom planu i programu za prvi i drugi razred osnovnog obrazovanja i vaspitanja. Službeni glasnik RS - Prosvetni glasnik, br. 7
*** (1990) Pravilnik o nastavnom planu i programu osnovnog obrazovanja i vaspitanja: Program obrazovanja i vaspitanja za 1. i 5. razred osnovne škole. Službeni glasnik SRS - Prosvetni glasnik, br. 4
*** (2004) Pravilnik o nastavnom planu i programu za 1. i 2. razred osnovnog obrazovanja i vaspitanja. Službeni glasnik RS - Prosvetni glasnik, br. 10
*** (2005) Pravilnik o nastavnom planu za 1. 2. 3. i 4. razred osnovnog obrazovanja i vaspitanja i nastavnom programu za treći razred osnovnog obrazovanja i vaspitanja. Službeni glasnik RS - Prosvetni glasnik, br. 1
*** (2010) Pravilnik o nastavnom planu za 1. 2. 3. i 4. razred osnovnog obrazovanja i vaspitanja i nastavnom programu za treći razred osnovnog obrazovanja i vaspitanja. Službeni glasnik RS - Prosvetni glasnik, br. 7
Andevski, M.J. (2016) Sustainable environmental education: Perspective for the change of learning culture. Inovacije u nastavi - časopis za savremenu nastavu, vol. 29, br. 4, str. 16-31
Bonnett, M.R. (2016) Sustainability, nature, and education: A phenomenological exploration. Inovacije u nastavi - časopis za savremenu nastavu, vol. 29, br. 4, str. 1-15
Commoner, B. (1971) The closing circle: Nature, man and technology. New York: Bantam Books
de Žarden, Dž.R. (2006) Ekološka etika - uvod u ekološku filozofiju. Beograd: Službeni glasnik, (Translated from: Des Jardins, J.R. (2006). Environmental Ethics: Introduction to Environmental Philosophy. Boston: Wadsworth Publishing Company.)
Ehrlich, P. R., Holdren, J. P. (1971) Impact of Population Growth. Science, 171(3977): 1212-1217
IUCN, UNEP, WWF (1980) World conservation strategy: Living resource conservation for sustainable development
Jovanović, S.S., Živković, L.S. (2016) Tendencije u pogledu razvoja proekološkog ponašanja učenika. Inovacije u nastavi - časopis za savremenu nastavu, vol. 29, br. 4, str. 115-122
Lovelock, J. (1979) Gaia: A new look at life on earth. Oxford: Oxford University Press
Midžli, M. (2012) Kraj antropocentrizma?. in: Đurić J., Prodanović S., Krstić P. [ed.] Životna sredina - moralni i politički izazovi, Beograd: Službeni glasnik, (29-41), (Translated from: Midgley, M. (1994). The End of Anthropocentrism?. In: Attfield, R. and Belsey, A. (ed.). Philosophy and the Natural Environment (103-113). Cambridge: Cambridge University Pr
Naess, A. (1973) The shallow and the deep, long‐range ecology movement. A summary∗. Inquiry, 16(1-4): 95-100
Newman, J., Gunn, A.S. (2011) Animal Ethics. in: Green Ethics and Philosophy: An A-to-Z Guide, Thousand Oaks, CA: Sage Publications, 10-15
Newman, J., Boslaugh, S.E. (2011) Anthropocentrism. in: Green Ethics and Philosophy: An A-to-Z Guide, Thousand Oaks, CA: Sage Publications, 15-17
Pavlović, V. (2013) Ekologija i etika. Beograd: Zavod za udžbenike i Eko centar, 13-35
Sagoff, M., Sagoff, M. (2009) Do We Consume Too Much?. in: The Economy of the Earth, Cambridge: Cambridge University Press, : 110-136
Trnavac, N. (2014) Obrazovanje. Beograd: Univerzitet u Beogradu - Učiteljski fakultet, 523-524
UNESCO (2005) Draft International implementation scheme for the United Nations Decade of Education for Sustainable Development (2005-2014). Retrieved on 13th January 2006 from http://unesdoc.unesco.org/ images/0014/001403/140372e.pdf
Veinovic, Z. (2017) The curricula revision in the context of education for sustainable development: From the perspective of two primary school subjects' curricula. Zbornik Instituta za pedagoska istrazivanja, 49(2): 191-212
Vilotijević, M. (2014) Nastavni sadržaji. Beograd: Univerzitet u Beogradu - Učiteljski fakultet, 497-498
World Commission on Environment and Development (1987) Our common future. Oxford: Oxford University Press