CC BY
45
Похожие системы наблюдались и в соседних афри- проявление, прощение, поддержка и исправление /воз-
канских странах. В Бурунди — бузин-гантахе, древний мещение ущерба [8].
судебный институт, схожий с гашашей, но имеющий Интересная точка зрения, касающаяся стратегии, ис-
отличия в своей организации. Если гашаша носит ло- пользуемой для содействия сопротивляемости. В данном
кальный характер, то бузингантахе имеет более широ- случае, в контексте повседневной жизни и свойственных
кое значение. С другой стороны, судья получает, после ей хлопот, — вера в индейских божественных героев Бо-
долгих испытаний, особое посвящение -жезл правосу- ливии и стран, соседних с Экеко. Дары, которые им дела-
дия, чтобы судить от имени влиятельных людей и от ют, обеспечивают, как говорят, процветание. Алазита (ай-
имени короля. В Южной Африке Инкундла — традици- марское слово «купи меня»)— это миниатюры
онная система правосудия, созданная еще до колониза- разнообразных предметов, которые продают на рынках и
ции, когда главы племен судили гражданские наруше- ярмарках перед сезоном дождей в Ла Паз, особенно 24
ния и мелких нарушителей. Как и гашаша, Инкундла января. Эти миниатюры представляют мечты, то, что хо-
искала решения конфликтов в примерении сторон. тят, чтобы осуществилось в году. Их покупка позволяет
Каким же способом эти различные традиционные надеяться на то, чтобы мечты скорее стали реальностью. системы могут помочь в исцелении людей, живущих в Область культурной сопротивляемости может стать це-
травмированных обществах, и установлению у некото- лью параллельных проектов во многих странах для того, что-
рых из их членов сопротивляемости? Здесь следует упо- бы лучше понять специфику процесса, который позволяет
мянуть о четырех терапевтических средствах: внешнее людям «оставаться в строю» перед лицом неприятностей.
Библиографический список
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Статья поступила в редакцию 15.05.08
УДК 4.01.07
Уэнди Грисвольд, д-р пед. наук, проф., штат Канзас (США)
О ТЕОРИИ ЛИЧНОСТНОЙ ТРАНСФОРМАЦИИ
Центральное место в статье занимает широко известная на западе теория личностной трансформации, говорится о ее основных принципах и содержании. В ходе применения данной теории в России была отмечена полезность ее основных механизмов.
Introduction
Transformative learning theory (TLT) is the process by which the world views of individuals, groups, and organizations are changed by life experiences. TLT is focused on «how we learn to negotiate and act on our own purposes, values, feelings, and meanings, rather than those we have uncritically assimilated from others—to gain greater control over our lives as socially responsible, clear-thinking, decision makers» [1, p. 8]. The outcome of transformative learning is perspective transformation. While TLT has been researched in a variety of settings, such as professional development, higher education, and community education, these applications have all been situated in fundamentally Western democratic contexts. Is
transformative learning theory applicable and relevant in other contexts?
A case study on TLT in Russia demonstrated the utility of this approach [2]. This research explored changes in world views and perspectives among school teachers learning to integrate educational technology into their teaching, with a focus on uncovering the process of perspective transformation in the Altai Republic, Russia. The purpose of this project was to document the methods and approaches being used in the Altai Republic to teach school teachers about the use of educational technology and to examine the potential of these methods and approaches to facilitate perspective transformation.
This project addressed three research questions: 1) are the methods used to train school teachers in the use of educational technology facilitative of transformational learning; 2) what, if any, perspective transformations occur in school teachers when they engage in professional development focused on educational technology and how are these changes manifested in classroom practice and educational philosophy; and 3) what is the role of teacher-to-teacher knowledge transfer in facilitating any perspective transformations among teachers?
Theoretical Frameworks
Transformative learning theory (TLT) was used as the framework for investigating any perspective transformations related to educational practice that school teachers in the Altai Republic may be experiencing during the process of learning educational technology. TLT emerged less than thirty years ago and was initially developed by Jack Mezirow during his work on women returning to college [3]. According to TLT, the driving purpose or overall goal of the human mind is to make meaning out of experience. TLT also recognizes that there is no fixed truth or knowledge. All meaning is embedded in the context of how we know it [1]. TLT is intended as «a comprehensive, idealized, and universal model consisting of the generic structures, elements, and processes of adult learning. Cultures and situations determine which of these structures, elements, and processes will be acted upon and whose voice will be heard» [4, p. 222].
While many theorists and practitioners [3; 5; 6; 7] agree that transformative learning is not a neat, linear process, several key phases have been delineated. They are:
1. A disorienting dilemma;
2. Self-examination with feelings of shame or guilt;
3. A critical assessment of epistemological, sociocultural, or psychological assumptions;
4. Recognition that one’s discontent and the process of transformation are shared and that others have negotiated a similar change;
5. Exploration of options for new roles, relationships, and actions;
6. Planning a course of action;
7. Acquisition of knowledge and skills for implementing one’s plans;
8. Provisional trying of new roles;
9. Building of competence and self-confidence in new roles and relationships; and
10.A reintegration into one’s life on the basis of conditions dictated by one’s new perspective [8].
Transformative learning processes are thought to be initiated by a disorienting dilemma or trigger event. This dilemma is usually an unexpected event that leads one to discomfort or perplexity. Originally conceived of as a singular event, subsequent exploration has led to the disorienting dilemma as also being viewed as a series of smaller events that may result in the initiation of transformative learning [3]. Disorienting dilemmas can be positive (such as finishing a large undertaking) or negative (such as the loss of a loved one). Larger societal and political events, such as the collapse of a government, can also serve as triggering events [3]. Feelings of shame or guilt sometimes follow the disorienting dilemma, followed by a period of questioning and exploration of new ideas and perspectives. Critical reflection is a key component of the transformative learning process and the work of Stephen Brookfield [9; 10] supports this element. Rational discourse is also seen as a key requirement for transformative learning to occur. This is necessary because Mezirow asserts that it is important for learners to have a safe and respectful environment in which to question previously held beliefs and to explore new ideas and roles. Dialog is
also important in that is it one way in which learners can connect their experiences with others and develop the recognition that others have had similar experiences (Mezirow’s phase 4). The result of transformative learning processes should be the development of alternative perspectives, which are more broadly based, inclusive and complex than those previously held [1]. These alternate perspectives should be integrated into one’s life, resulting in change and/or action of some kind [3]. These actions and changes may take place in a personal arena or involve social action.
King [11] has a wide range of experience in delivering educational technology instruction to practicing educators, which led her to realize the transformative potential in this adult education activity. The «journey of transformation» practicing teachers experience when learning educational technology can lead to changes in the following areas: «emphasis on self-directed learning, use of new teaching methods, incorporation of critical thinking skills development in learning, employment of problem-based learning, preparation and research, and confidence and empowerment of teachers and learners» [11, p. 40]. Not only do these changes align with the results and recommended methods of facilitating TLT [1], but they are reflective of several adult education theories and practices.
One way to facilitate perspective transformation in teachers is through professional development opportunities. Participation in professional development activities focused on educational technology is a potentially transformative experience for school teachers in a variety of ways, including helping them to develop learner-centered, constructivist approaches to education [11]. The extent of these transformations is dependent upon several factors [1; 11]. These include whether or not adult learning principles have been employed in the educational activities and the contexts in which the teachers teach. A learning environment which addresses the needs of adults is critical to the transformative learning process. By addressing these needs, such as acknowledgement of prior experience, problem-based learning, and promoting self-directed learning [12], a safe environment in which adults can question their previously held assumptions and explore new roles is possible. For changes in perspectives and roles to be acted upon, the context in which these adults operate must allow room for further exploration and implementation [1; 11; 13].
Methods
A case study methodology to conduct this research was used as the project met the qualifications outlined by Yin
[14] for the development of a research design utilizing this method. Case study methodology is an appropriate research design when «a ‘how’ or ‘why’ question is being asked about a contemporary set of events, over which the investigator has little or no control» [14, p. 20]. The research questions for this project sought to answer the larger question of how professional development with respect to educational technologies for teachers in the Altai Republic may be changing their attitudes and perspectives toward teaching and classroom practice. This is a recent phenomenon and an ongoing process. As an outsider in this context, the researcher had no control over any aspect of the processes that teachers were engaged in or in access to the research setting and participants.
As the research setting was a revelatory case, meaning that the researcher had «an opportunity to observe and analyze a phenomenon previously inaccessible to scientific investigation» [14, p. 43], an embedded, single-case design was developed for this project. The project sought to characterize and analyze multiple units, including federal/ republic level training programs, local school training, administrators, and teachers. Multiple sources of evidence
were used, which included interviews with teachers, teachers of teachers, program and school administrators, and observation.
Mezirow’s [8] transformative learning theory and King’s [11] journey of transformation provided the frameworks for the interview protocols. Asking questions framed by previous research on perspective transformation provided data about how teachers’ experiences align with current theories about the process of perspective transformation. Interview questions were generated with the purpose of learning about the specific experiences of teachers in the contexts of their professional development activities and impacts on teaching practices and educational philosophies.
There were 28 participants in this study: 25 teachers (10 informatics teachers, 15 teachers of other subjects), two staff members from the Center for the Evaluation of Education and Institute for Teacher Training (CEE/ITT) program, and one university informatics instructor. Among the 25 teachers, two also served as principals and three as vice principals. Other subjects represented were Russian language and literature (2 teachers), English language (3 teachers), German language (1 teacher), elementary school (2 teachers), chemistry (2 teachers), geography (1 teacher), history (1 teacher), ecology (2 teachers), and health education (1 teacher). Of the total participants, 19 were women and nine were men. These teachers are representatives from nine schools, an environmental education center, and a children’s creative center.
Findings
Question One
This study sought to discover whether or not the methods used to train school teachers in the use of educational technology are facilitative of transformational learning. According to King [11] there are three critical factors that need to be present in order for professional development centered around educational technology to be facilitative of perspective transformation: training and support (in emotional, technical, and instructional arenas), time to commit to learning and integrating new knowledge and skills into practice, and a collaborative approach to developing new curricula and utilizing newly acquired skills.
Training and Support
In the Altai Republic, there is a multi-layered system which provides teachers with training and support for learning to integrate educational technology into classroom practice. The Center for the Evaluation of Education and the Institute for Teacher Training (CEE/ITT) offer free training for teachers on a variety of topics and in a variety of locations. Courses are a mix of practical experience and lecture, discussion and field trips/observational experiences. CEE/ITT staff report that during workshops they are able to break through the psychological barriers that many people have toward working with computers. Observations of workshop sessions indicated that participants were highly engaged and motivated to learn.
Many schools also provide training for teachers. Some participants reported that schools are now required to provide training for teachers in basic computer skills, although not all of them are in compliance with this directive. A few schools in this study have gone beyond the minimal requirements and provide training to teachers at the intermediate level. The schools play an important role in the process of teachers adopting the use of educational technologies. This is the setting in which basic computer skills can be gained and where the learning of intermediate skills can be reinforced through additional training, one-on-one consultations, and practical experience. Schools function as motivators for learning new skills through
changing expectations of teachers and/or through support of school administrators and modeling by other teachers. Teachers working at schools with strong administrative support for learning and integrating educational technology find themselves in highly positive environments where learning and implementing new skills and teaching approaches is being encouraged and facilitated.
The trainings offered through CEE/ITT and in schools appear to have been developed and implemented in accordance with adult education principles and practices as defined by researchers and theorists such as Brookfield
[15], Knowles [12], and Lindeman [16]. Teachers of other teachers recognize that adult learners require a practical, hands-on and need-based approach to their learning. Learning activities are focused on what skills are needed and are tied to their work as teachers.
Time to Commit to Learning and Integrating New Skills
and Knowledge
King’s [11] second critical factor for facilitating perspective transformation among teachers learning to use educational technologies is time to commit to learning and to integrating new skills and knowledge into practice. Opportunities for learning to use and integrate educational technologies are available both in rural areas and in the capital city. Seventy-eight percent of the teachers in this study participated in training opportunities. Still, time issues were cited by 40 percent of teachers as a challenge to learning and adopting educational technology. The use of release time or a policy of increased pay/incentives for teachers who are engaged in the integration of educational technologies in classroom practice should be explored. Solicitation of input from teachers on how to solve this issue should also be considered.
Access to computer technology is also a challenge for many teachers and was cited as a barrier to learning and using educational technology. Although the number of computers available in schools has increased in the past few years, it is not enough to meet the demand for usage by teachers in any area (preparation, supplementing course material, classroom use). Some schools allocate teachers’ computer use according to a timetable or schedule to ensure equal access. Still, in order to use computers in teaching, many teachers must relocate their students to the computer lab. The lack of access to computers for continued learning and utilization of learned skills is detrimental to the knowledge that teachers gain from their time spent in trainings and is likely slowing down any transformative processes which may be occurring among teachers. The Ministry is addressing the lack of computers in schools through grant programs to provide educational resources to schools and schools can allocate these resources according to their own priorities.
Collaborative Approaches
King’s [11] third critical factor for facilitating perspective transformation among teachers learning to use educational technologies is a collaborative approach to developing new curricula and utilizing newly acquired skills. Within the confines of this study, collaboration among teachers is occurring, but is largely limited to learning and utilizing new skills, not in the area of developing new curricula. This is likely a reflection of where these teachers are in the process of learning to use educational technology according to King’s Journey of Transformation [11]. Eighty-six percent of the teachers reported using educational technology to support and supplement their existing curriculums, while 81 percent have begun to integrate it into classroom practice, as figure one below demonstrates.
В с _ го о Uses of Educational Technology
100
00 го Q_
SO 40 О <D то го с ф
20 ф
Support and Into иг art ю*і Тгащ&Гдгт-нІівп Supplement
Figure 1. Participants’ uses of educational technology
Given how teachers are using educational technology, the areas in which they are collaborating in its use is not surprising. Teachers and schools have developed mechanisms whereby collaborative processes can occur. Training sessions within schools are provided for groups of teachers and this study’s participants discussed incidents of getting and receiving help from colleagues within the school. The issue and importance of teacher collaboration will be further discussed below in the section Question Three.
Question One Summation
The methods used in the Altai Republic to train school teachers in the use of educational technology have great potential to be facilitative of transformational learning. With respect to issues of support and training, a multilevel, interlocking system has been established within the Altai Republic. This training is in line with accepted adult education practices and principles. It is unknown by this researcher exactly how many teachers and schools are a part of this system, but the mechanism itself is a solid approach to providing support and training to those participating. Time to devote to learning and in particular access to computers is an area in which improvement is needed. Many teachers in this study reported issues with time and access to computers as a barrier to their use of educational technologies in their profession. This is a weakness in the process’ ability to be facilitative of transformational learning. Improvements in this area will not only enhance the possibilities for transformative learning, but accelerate the adoption of educational technologies in the classroom by a larger number of teachers. The capacity for collaboration within schools exists and is currently occurring among teachers who are learning to use educational technology. As teachers move farther along in the process of learning to use educational technology and begin to develop new curricula, it is likely that they will continue the collaborative processes in which they are currently engaged.
Question Two
The second research question posed by this study is what, if any, perspective transformations occur in school teachers when they engage in professional development focused on educational technology and how are these changes manifested in classroom practice and educational philosophy? In order to answer this question, we must examine specifically how teachers are thinking differently and acting differently.
New Thinking
Teachers are thinking in many different ways based on their experiences with learning to integrate educational technology into the classroom. Most teachers participating in this study think that computers and the skills to use them are a necessary element of the teaching profession. Some teachers think that they can teach more effectively with
computers and that students are more motivated learners when educational technology is utilized. Some teachers think that they can give more individualized attention to students with the help of educational technology. Some teachers also think that teachers who use computers gain a higher degree of respect from their students than teachers who don’t use educational technology in their teaching. While not explicitly stated, teachers are changing their expectations of students as well: Students are expected to utilize educational technology more and more as part of their classroom activities (making presentations, finding information, etc.). Some teachers think that the complete computerization of the school is essential.
New Actions
Teachers are also acting in different ways based on their experiences in learning educational technologies. They are actively engaging in learning about educational technologies and their uses in a variety of ways, including formal training and workshops, informal consultations with colleagues, and self-directed learning. They are also learning through the practical application of their new knowledge in their teaching. Teachers are using educational technology to locate new content and methods for their courses, sometimes from newly discovered or previously inaccessible sources. Table 1 shows examples of how participants are using educational technology in the area of support/supplement. The types of uses most frequently indicated by the participants are obtaining subject information (57%) and material preparation (29%).
Table 1
Participants’ Usage of Educational Technology in the Area of Support/Supplement
Uses of Educational Technology Support and Supplement
Examples of uses subject information methodology information material preparation
Number of participants 12 2 6
Percentage of participants 57% 10% 29%
Table 2 below shows that teachers use educational technology in preparing materials, assessing student achievement, presenting content, and for demonstrations and experiments. They are adding multimedia elements (sounds, images) to their teaching environments and giving assignments to students that include the use of educational technology.
Table 2
Participants’ Usage of Educational Technology in the Area of Integration
Uses of Educational Technology Integration
Examples of uses g in st te s n i2:§ ,nt at o xp e med student work (assignments, presentations) s n o ti ta nt e s re pr multimedia enhancement (video, visual, audio)
Number of participants 7 3 10 11 4
Percentage of participants 33% 14% 48% 52% 19%
Teachers (and administrators) are developing programs to expand their own or their school’s capacity to integrate technology into the educational process. They are exploring new roles for themselves and new ways of relating to their students.
Perspective Transformation
According to King’s Journey of Transformation [11], the teachers in this study are two-thirds of the way to perspective transformation based on how they are using educational technologies (see figure 1 above). The study uncovered many examples of technology use by teachers in the first two stages of the process (support/supplement and integration into existing curricula), but only one example of the third and final stage, transformation of curricula. The use of educational technology by this study’s participants is basically geared toward traditional methods of instruction-sharing information with students and making assessments about students’ knowledge gain. However, teachers reported high levels of use in student work, which may be evidence that students are being required to find information on their own and share it with others, indicating a move from the traditional banking method of teaching [12] toward a student centered and more democratic learning environment. If this is the case, then perhaps the process of transforming curricula has been initiated.
Changes in Meaning Schemes and Perspectives
Based on their uses of educational technology, most participants in this study have not completed a transformational process as identified by King [11]. In addition to King, a perspective transformation framework by Mezirow [8] was used to analyze the experiences of the study’s participants. According to Mezirow, there are four ways in which adults can learn or in which perspective transformation occurs: «by refining or elaborating our meaning schemes, learning new meaning schemes, transforming meaning schemes, and transforming meaning perspectives» [4, p. 224]. Meaning perspectives are sets of codes (sociolinguistic or sociocultural, psychological, or epistemic) that shape our perceptions, feelings, and cognition. Examples of one’s meaning perspective include social norms, ideologies, personality traits or learning styles [4]. Meaning schemes are the concrete expressions of our meaning perspectives. Meaning schemes shape our perceptions or definitions of a particular event, concept or experience. Perspective transformations can be the result of a major life event (a change in meaning perspective) or the result of several incremental and accumulative events (several changes in meaning schemes).
It is likely that the participants in this study are experiencing perspective transformation with regards to learning educational technology as a series of several changes to their meaning schemes. This is due to several factors. The computerization of schools in the Altai Republic has been a slow process. The federal program to computerize the schools was established in 2000. The program was not initiated in the Altai Republic until 2004. Although all schools are now equipped with computer laboratories, the number of computers available to teachers is still very low. Internet access is still minimal. At the schools participating in this study, generally only 10 to 20 percent of teachers had begun learning and using educational technologies. Although progress toward developing technological infrastructure is being made, the process is still slow and has been slow enough that it’s not a sudden or unexpected event in the life of any educator. The above review of the new thinking and actions of teachers participating in this study show a process that is composed of several incremental and accumulative events. Even the dramatic perspective transformation experienced by a school principal can be viewed as an incremental and accumulative process. One school in the study won a one million ruble grant, 30 percent of which was spent on computer equipment. As a result of experiencing the impact of additional computer technology in the school, coupled with Internet access, the principal
questioned her assumptions about the role of technology in education and she now thinks that computerizing the entire school is necessary and has the goal of obtaining more grant funding to accomplish that task. This perspective transformation was the result of her experiences and her own meaning making activities during her school’s progression toward computerization.
Question Three
The third question posed by this study focused on the role of teacher-to-teacher knowledge transfer in facilitating perspective transformations among teachers. Teachers play a large role in other teachers’ learning educational technology. Informatics teachers in schools are commonly viewed as local experts and guides in the use of computers by other teachers. Seventy percent of teachers discussed giving help to and receiving help from other teachers, indicating that teacher-to-teacher knowledge transfer occurs in this setting. Teacher-to-teacher knowledge transfer happens in formal settings, such as training sessions offered by informatics teachers to their colleagues. Informal assistance also plays an important role in schools. One-on-one assistance to acquire knowledge is another strategy used by teachers. Twenty-four percent of participants discussed informal learning from their colleagues as a method of learning more about educational technologies. Non-informatics teachers are also becoming providers of technical assistance and are sharing their knowledge about educational technologies with other teachers. This is a phenomenon that is supportive of transformational learning as this activity provides a space where teachers can experiment with new roles (phases 5 and 8) and gain confidence in their new abilities (phase 9).
Teacher-to-teacher knowledge transfer also may be further facilitative of transformative learning by providing a context in which teachers can recognize that one’s discontent and the process of transformation are shared and that others have negotiated a similar change (phase 4).
One of the schools participating in this study provided an example of how teacher-to-teacher knowledge transfer could be utilized both for increasing the skill level of teachers in using educational technology and for facilitating perspective transformation. At this particular school the informatics instructor attempted to blend a traditional method of teachers’ professional development with his plans of teaching his colleagues intermediate skills in educational technology. The informatics teacher constructed his intermediate level informatics training as a creative group, which is a commonly used practice in which teachers teach other teachers in order to help with professional development. Under this plan, the teachers in this school would learn how to use educational technology in project based learning. At the same time, they would put these skills into practice by working with a selected group of students on a project. Such an approach (or a modified version) could be facilitative of transformative learning. If the creative group focused on curriculum development using educational technology, it could help launch teachers into the third stage of King’s uses of educational technology framework [11]. Working on creating new curriculum with the aid of educational technology could also provide a space in which teachers can begin to make critical assessments about their assumptions (Mezirow phase 3), provide a mechanism for recognizing shared experiences (Mezirow phase 4), as well as leading teachers toward the subsequent stages of perspective transformation.
Conclusion: Utility of Selected Theoretical
Frameworks
This study used transformative learning as the theoretical framework for defining the research questions,
designing the study, and analyzing the data collected. The works of two transformative learning theorists were drawn upon: Mezirow, the original developer of transformative learning theory, and King, who works in the area of professional development for teachers in the area of educational technology. In addition to the stated research questions, this study also explored the relevance and applicability of using frameworks developed in a Western democratic context in a setting such as the Altai Republic.
The frameworks of Mezirow and King were useful and appropriate tools for exploring the transformative potential of professional development for teachers in the Altai Republic in the area of educational technology. Instrumentation developed using these frameworks enabled the researcher to adequately address the research questions. King’s Journey of Transformation [11] was particularly useful in examining the transformative potential of programs utilized in the Altai Republic to train teachers in the use of educational technology. It was also effective in establishing how teachers are using educational technology and what this reveals about their progress toward perspective transformation. King’s framework was used to create a picture of the setting and context in which teachers in the Altai Republic are learning and using educational technology. Mezirow’s
framework was used to explore the specific experiences of teachers as they were engaging in learning to integrate educational technology into their classrooms and the meanings those experiences have in terms of perspective transformation.
While this initial research demonstrated the utility of the frameworks of Mezirow and King in this setting, additional research is needed to more completely understand how transformation occurs in different historical and cultural contexts. In order to advance research on transformative learning theory in the Altai Republic, collaboration with and the involvement of local researchers and specialists is required. Given the large role that language and culture play in meaning making, broader and deeper collaboration with researchers from fields such as linguistics, education, and psychology is warranted in future research efforts.
Acknowledgements
The Institute for Civic Discourse and Democracy at Kansas State University provided partial funding for this research described above. Preparation of this manuscript was supported by the National Council for Eurasian and East European Research.
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УДК 37.01:001.8
Р.В. Опарин, канд. пед. наук, доц. ГАГУ, г. Горно-Алтайск
ТЕОРЕТИКО-МЕТОДОЛОГИЧЕСКИЕ АСПЕКТЫ ЭКОЛОГИЧЕСКОГО ОБРАЗОВАНИЯ В КОНТЕКСТЕ ПЕДАГОГИЧЕСКОЙ ЭКОЛОГИИ
Предлагается новый методологический подход к экологическому образованию как к основополагающей педагогической категории. Методология педагогической экологии рассматривается как система представлений об основаниях и структуре соответствующей теории, о принципах сбора и систематизации знаний, отражающих значимость экологического подхода к образованию.
Ключевые слова: экология, экологическое образование, педагогическая экология.
Экологическое образование — сложное, остро- экологическое образование в педагогике — это не эле-
социальное, комплексное, развивающееся, многоаспект- мент образования, а самое образование, которое по сво-
ное понятие, претендующее, на наш взгляд, на основопо- ему содержанию с осознанной всеми необходимостью
лагающую педагогическую категорию. Действительно, становится экологическим.
