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Öhman, Johan
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Nicklas, L. & Öhman, J. (2019). A posthuman approach to human-animal relationships: advocating critical pluralism. Environmental Education Research, 25(8), 1200-1215
Open this publication in new window or tab >>A posthuman approach to human-animal relationships: advocating critical pluralism
2019 (English)In: Environmental Education Research, ISSN 1350-4622, E-ISSN 1469-5871, Vol. 25, no 8, p. 1200-1215Article in journal (Refereed) Published
Abstract [en]

This paper contributes to the debate about the absence of nonhuman animals (The term ‘nonhuman animal’ is used to emphasise the interconnection with the human being, viewed as a human animal. Using this terminology does not avoid a homogenising, stereotyping and simplifying of a multiplicity of animal (and human) beings. Nonetheless, we think that such a ‘simplification’ of concepts is inescapable in academic discussions concerning humans and nonhuman animals.) in environmental and sustainable education (ESE) and the challenge of the anthropocentric characterisation of European education. Relating to the debate about a pluralistic approach in ESE as a ‘one-species only pluralism’, we draw on Val Plumwood’s ecofeministic dialogical interspecies ethics and Rosi Braidotti’s understanding of a posthuman/ nomadic subjectivity. By regarding ‘difference’ as a constituting force, we present a ‘critical pluralistic’ approach to human-animal relationships in ESE. Instead of drawing new lines of moral consideration for nonhuman beings, an ethical and political appreciation of what nonhuman others can do in ESE is suggested. Recommendations for educational practice are to recognise nonhuman agency to reveal political and ethical dimensions, recognise the agency of non-living animals and stay in conflicts and ‘study up’ and develop an immanent critique, which could lead to alternative pedagogical approaches to human-animal relationships in different cross-curricula settings.

Place, publisher, year, edition, pages
Routledge, 2019
Keywords
Critical pluralism, posthumanism, animals, bodies and agency
National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:oru:diva-66215 (URN)10.1080/13504622.2018.1450848 (DOI)000497032000006 ()2-s2.0-85044246633 (Scopus ID)
Available from: 2018-03-28 Created: 2018-03-28 Last updated: 2019-12-03Bibliographically approved
Öhman, J. & Kronlid, D. O. (2019). A pragmatist perspective on value education. In: Katrien Van Poeck, Leif Östman and Johan Öhman (Ed.), Sustainable Development Teaching: Ethical and Political Challenges (pp. 93-102). Milton Park and New York: Routledge
Open this publication in new window or tab >>A pragmatist perspective on value education
2019 (English)In: Sustainable Development Teaching: Ethical and Political Challenges / [ed] Katrien Van Poeck, Leif Östman and Johan Öhman, Milton Park and New York: Routledge, 2019, p. 93-102Chapter in book (Refereed)
Abstract [en]

The first part of this chapter presents a pragmatist perspective on ethics and morals specifically based on the works of the American philosopher and educational reformer John Dewey (1859–1952). In this perspective, morals are not innate or fixed but are something that we learn, and this is a continuous process throughout life. We learn by experiencing moral situations that make us reflect on responsibilities and concerns that we have previously taken for granted. In this way, we gradually learn to be more sensitive to the specific circumstances that prevail in diverse moral situations and develop an intelligent sympathy. Furthermore, Dewey holds democracy as a moral ideal. In his view, democracy is way of life in which people with different experiences create new possibilities by influencing each other. The second part suggests two teaching principles based on the pragmatist perspective: (1) start in students’ moral experiences of concrete cases and 2) introduce ethical theory and language. These principles provide guidelines for teachers to organise their ‘ethical moves’ systematically in a way that supports a moral learning in line with the normative competency necessary for achieving the UN’s Sustainable Development Goals.

Place, publisher, year, edition, pages
Milton Park and New York: Routledge, 2019
Series
Routledge Studies in Sustainability
National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:oru:diva-74394 (URN)9780815357537 (ISBN)9781351124348 (ISBN)
Available from: 2019-05-24 Created: 2019-05-24 Last updated: 2019-05-29Bibliographically approved
Östman, L., Van Poeck, K. & Öhman, J. (2019). A transactional theory on sustainability learning. In: Katrien Van Poeck, Leif Östman and Johan Öhman (Ed.), Sustainable Development Teaching: Ethical and Political Challenges (pp. 127-139). Milton Park and New York: Routledge
Open this publication in new window or tab >>A transactional theory on sustainability learning
2019 (English)In: Sustainable Development Teaching: Ethical and Political Challenges / [ed] Katrien Van Poeck, Leif Östman and Johan Öhman, Milton Park and New York: Routledge, 2019, p. 127-139Chapter in book (Refereed)
Abstract [en]

This chapter introduces a transactional theory of learning. It addresses the specific content that teachers should pay attention to in an environmental and sustainability education (ESE) context: learning sustainability-related habits that allow for creativity. It also presents models for understanding learning processes in an ESE context: two different ‘routes’ learning can take (i.e. short and long learning loops) as well as three different ‘roots’ for learning (i.e. intellectual disruptions, changes in the physical surrounding and poignant experiences). Furthermore, it identifies and discusses four crucial aspects that influence the learning outcomes: the intrapersonal, the interpersonal, the institutional and the physical. The presented models and aspects can be used as a background for designing efficient and fruitful ESE teaching. The chapter ends with a reflection on the relation between bodily feelings and cognition, since an important part of ESE learning concerns not only knowledge but also feeling connected to ethical and political issues.

Place, publisher, year, edition, pages
Milton Park and New York: Routledge, 2019
Series
Routledge studies in sustainability
National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:oru:diva-74395 (URN)9780815357537 (ISBN)9781351124348 (ISBN)
Available from: 2019-05-24 Created: 2019-05-24 Last updated: 2019-05-29Bibliographically approved
Östman, L., Van Poeck, K. & Öhman, J. (2019). A transactional theory on sustainability teaching: Teacher moves. In: Katrien Van Poeck, Leif Östman and Johan Öhman (Ed.), Sustainable Development Teaching: Ethical and Political Challenges (pp. 140-152). Milton Park and New York: Routledge
Open this publication in new window or tab >>A transactional theory on sustainability teaching: Teacher moves
2019 (English)In: Sustainable Development Teaching: Ethical and Political Challenges / [ed] Katrien Van Poeck, Leif Östman and Johan Öhman, Milton Park and New York: Routledge, 2019, p. 140-152Chapter in book (Refereed)
Abstract [en]

This chapter focuses on teachers’ influence on students’ ethical and moral learning and, in particular, on how teachers can promote students’ growth as moral subjects in environmental and sustainability education (ESE) practice. It describes and discusses a variety of ‘ethical moves’, i.e. actions performed by a teacher that open up a space for articulating moral reactions and deliberating on ethical opinions. Six types of ethical moves are distinguished: clarifying ethical moves, articulating ethical moves, evaluating ethical moves, testing ethical moves, controversy-creating ethical moves and hierarchizing ethical moves. By performing such moves, the authors argue and illustrate, teachers can turn students’ moral experiences into fruitful drivers for pluralistic ESE by enabling students to express and share moral experiences and standpoints, to articulate ethical differences and controversies and to reflect and deliberate on moral reactions and dilemmas.

Place, publisher, year, edition, pages
Milton Park and New York: Routledge, 2019
Series
Routledge studies in sustainability
National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:oru:diva-74396 (URN)9780815357537 (ISBN)9781351124348 (ISBN)
Available from: 2019-05-24 Created: 2019-05-24 Last updated: 2019-05-29Bibliographically approved
Rudsberg, K. & Öhman, J. (2019). Classroom discussions: Students’ learning in argumentation about ethical and political aspects of sustainability issues. In: Katrien Van Poeck, Leif Östman and Johan Öhman (Ed.), Sustainable Development Teaching: Ethical and Political Challenges (pp. 175-184). Milton Park and New York: Routledge
Open this publication in new window or tab >>Classroom discussions: Students’ learning in argumentation about ethical and political aspects of sustainability issues
2019 (English)In: Sustainable Development Teaching: Ethical and Political Challenges / [ed] Katrien Van Poeck, Leif Östman and Johan Öhman, Milton Park and New York: Routledge, 2019, p. 175-184Chapter in book (Refereed)
Abstract [en]

This chapter focuses on students’ learning in argumentation that takes place in educational practices. The authors first clarify how an argument can be understood as consisting of different elements when it comes to classroom discussions. Drawing on earlier research, they then clarify questions that are important for teachers to think about in relation to students’ learning, their use of knowledge and the importance of peer interactions. They conclude that argumentation can be a fruitful method in the teaching of complex, value-related issues. In argumentation, the students not only learn and use content knowledge, but also learn how to formulate valid arguments in order to participate in deliberative discussions. The findings show that teachers have an important role to play with regard to the quality and diversity of the deliberation.

Place, publisher, year, edition, pages
Milton Park and New York: Routledge, 2019
Series
Routledge studies in sustainability
National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:oru:diva-74398 (URN)9780815357537 (ISBN)
Available from: 2019-05-24 Created: 2019-05-24 Last updated: 2019-05-29Bibliographically approved
Tryggvason, Á. & Öhman, J. (2019). Deliberation and agonism: Two different approaches to the political dimension of environmental and sustainability education. In: Katrien Van Poeck, Leif Östman and Johan Öhman (Ed.), Sustainable Development Teaching: Ethical and Political Challenges (pp. 115-124). Milton Park and New York: Routledge
Open this publication in new window or tab >>Deliberation and agonism: Two different approaches to the political dimension of environmental and sustainability education
2019 (English)In: Sustainable Development Teaching: Ethical and Political Challenges / [ed] Katrien Van Poeck, Leif Östman and Johan Öhman, Milton Park and New York: Routledge, 2019, p. 115-124Chapter in book (Refereed)
Abstract [en]

Discussions about environmental and sustainability issues in classrooms can bring different political visions, opinions and conflicts to the fore. From a pluralistic perspective on environmental and sustainability education (ESE), such political differences and conflicts can be seen as a suitable starting point for teaching, rather than as an obstacle to overcome. But how can teachers approach this political dimension of ESE? This chapter outlines deliberation and agonism as two different approaches to the political dimension of ESE. With a deliberative approach, the role of rational and respectful communication is underscored as is the ideal to reach for consensus in classroom discussions. With an agonistic approach, the role of emotions, and how they are intertwined with political visions in sustainability issues, are highlighted. From an agonistic perspective, the teacher should not aim for a consensus in classroom discussions, but instead aim at enabling conflicts and pluralism to have a democratic outlet in discussions. A main point of this chapter is that deliberation and agonism should be seen as two different approaches to the political dimension in ESE, as they draw on different ideas about classrooms and conflicts and have different educational consequences.

Place, publisher, year, edition, pages
Milton Park and New York: Routledge, 2019
Series
Routledge studies in sustainability
National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:oru:diva-74393 (URN)9780815357537 (ISBN)9781351124348 (ISBN)
Available from: 2019-05-24 Created: 2019-05-24 Last updated: 2019-05-29Bibliographically approved
Öhman, J. & Östman, L. (2019). Different teaching traditions in environmental and sustainability education. In: Katrien Van Poeck, Leif Östman and Johan Öhman (Ed.), Sustainable Development Teaching: Ethical and Political Challenges (pp. 70-82). Milton Park and New York: Routledge
Open this publication in new window or tab >>Different teaching traditions in environmental and sustainability education
2019 (English)In: Sustainable Development Teaching: Ethical and Political Challenges / [ed] Katrien Van Poeck, Leif Östman and Johan Öhman, Milton Park and New York: Routledge, 2019, p. 70-82Chapter in book (Refereed)
Abstract [en]

There exists a variety of ways of teaching about sustainability issues which can be viewed as different ‘selective traditions’ that represent different answers as to what constitutes good teaching in this subject. Based on a large-scale empirical analysis in schools, three selective traditions within environmental and sustainability education have been identified: a fact-based tradition, a normative tradition and a pluralistic tradition. This chapter describes the differences between the three traditions when it comes to their sustainability approach, didactic approach, approach to facts and values and approach to democracy and education. The purpose of clarifying these traditions here is to establish a reference point that can be applied when discussing teaching involving issues related to the environment and sustainable development. They can be seen as alternatives to reflect on, oppose or support when planning lessons or formulating ideas. The strengths and shortcomings of the traditions are discussed in relation to two interconnected premises: that environmental and sustainability issues are value issues and that they should be dealt with democratically.

Place, publisher, year, edition, pages
Milton Park and New York: Routledge, 2019
Series
Routledge Studies in Sustainability
National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:oru:diva-74391 (URN)9780815357537 (ISBN)9781351124348 (ISBN)
Available from: 2019-05-24 Created: 2019-05-24 Last updated: 2019-05-29Bibliographically approved
Van Poeck, K., Östman, L. & Öhman, J. (2019). Ethical moves: How teachers can open-up a space for articulating moral reactions and deliberating on ethical opinions regarding sustainability issues. In: Katrien Van Poeck, Leif Östman and Johan Öhman (Ed.), Sustainable Development Teaching: Ethical and Political Challenges (pp. 153-161). Milton Park and New York: Routledge
Open this publication in new window or tab >>Ethical moves: How teachers can open-up a space for articulating moral reactions and deliberating on ethical opinions regarding sustainability issues
2019 (English)In: Sustainable Development Teaching: Ethical and Political Challenges / [ed] Katrien Van Poeck, Leif Östman and Johan Öhman, Milton Park and New York: Routledge, 2019, p. 153-161Chapter in book (Refereed)
Abstract [en]

This chapter focuses on teachers’ influence on students’ ethical and moral learning and, in particular, on how teachers can promote students’ growth as moral subjects in environmental and sustainability education (ESE) practice. It describes and discusses a variety of ‘ethical moves’, i.e. actions performed by a teacher that open up a space for articulating moral reactions and deliberating on ethical opinions. Six types of ethical moves are distinguished: clarifying ethical moves, articulating ethical moves, evaluating ethical moves, testing ethical moves, controversy-creating ethical moves and hierarchizing ethical moves. By performing such moves, the authors argue and illustrate, teachers can turn students’ moral experiences into fruitful drivers for pluralistic ESE by enabling students to express and share moral experiences and standpoints, to articulate ethical differences and controversies and to reflect and deliberate on moral reactions and dilemmas.

Place, publisher, year, edition, pages
Milton Park and New York: Routledge, 2019
Series
Routledge studies in sustainability
National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:oru:diva-74397 (URN)9780815357537 (ISBN)9781351124348 (ISBN)
Available from: 2019-05-24 Created: 2019-05-24 Last updated: 2019-05-29Bibliographically approved
Van Poeck, K., Östman, L. & Öhman, J. (2019). Introduction: sustainable development teaching – ethical and political challenges. In: Katrien Van Poeck, Leif Östman och Johan Öhman (Ed.), Sustainable development teaching: ethical and political challenges (pp. 1-12). Routledge
Open this publication in new window or tab >>Introduction: sustainable development teaching – ethical and political challenges
2019 (English)In: Sustainable development teaching: ethical and political challenges / [ed] Katrien Van Poeck, Leif Östman och Johan Öhman, Routledge, 2019, p. 1-12Chapter in book (Refereed)
Place, publisher, year, edition, pages
Routledge, 2019
National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:oru:diva-80106 (URN)10.4324/9781351124348 (DOI)9780815357537 (ISBN)9781351124348 (ISBN)
Available from: 2020-02-20 Created: 2020-02-20 Last updated: 2020-02-21Bibliographically approved
Öhman, M. & Öhman, J. (2019). Power and governance in environmental and sustainability education practice. In: Katrien Van Poeck, Leif Östman and Johan Öhman (Ed.), Sustainable Development Teaching: Ethical and Political Challenges (pp. 185-193). Milton Park and New York: Routledge
Open this publication in new window or tab >>Power and governance in environmental and sustainability education practice
2019 (English)In: Sustainable Development Teaching: Ethical and Political Challenges / [ed] Katrien Van Poeck, Leif Östman and Johan Öhman, Milton Park and New York: Routledge, 2019, p. 185-193Chapter in book (Refereed)
Abstract [en]

This chapter focuses on how the subject content that is highlighted in school can be understood in terms of power. In Foucault’s notion of power, power is not a question of who has, hold or exercises power. Power is seen as embodied in people’s everyday actions, for example the content (knowledge, norms and values) that is offered to students in a teaching situation. The chapter explains how the subject content guides students in certain directions and thereby favours certain ways of thinking and acting, which in turn create opportunities and restraints for students to understand and look at themselves and their environment in specific ways. The teaching practice in a school subject is often rooted in habits and traditions, and we often regard the content as natural and obvious. By highlighting the power dimension, the authors want to offer teachers a way of reflecting on the consequences of the choice of content. The chapter is illustrated with examples of classroom practices in environmental and sustainability education.

Place, publisher, year, edition, pages
Milton Park and New York: Routledge, 2019
Series
Routledge studies in sustainability
National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:oru:diva-74399 (URN)9780815357537 (ISBN)9781351124348 (ISBN)
Available from: 2019-05-24 Created: 2019-05-24 Last updated: 2019-05-29Bibliographically approved
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