Summary
In environmental education in this information age, it is particularly important to adopt the approach of enquiring critically into the environmental, educational and social values informing environmental, educational and social actions when and where required, rather than to simply adopt the approach of emphasising the acquisition and retention of information of an alleged universal type — information drawn from the stockpile of “objective knowledge” collected by others. This paper argues that to achieve this aim, environmental education in an information age requires aparadigm shift in the areas of professional development — a shift from a paradigm of “information technology” to a paradigm of “information critique”. A perspective on the form of this paradigm shift in the particular field of professional development in environmental education is the subject of this paper.
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Dr Ian Robottom is Senior Lecturer in the Curriculum Studies Centre of the School of Education, at Deakin University, Australia. His main interests lie in teacher education, educational enquiry, and environmental education. He conducts an “off-campus” environmental education course (B.Ed level) for practising teachers studying at a distance, is a member of the Council of the Australian Association for Environmental Education., and Editor of theAustralian Journal of Environmental Education.
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Robottom, I.M. Two paradigms of professional development in environmental education. Environmentalist 7, 291–298 (1987). https://doi.org/10.1007/BF02240218
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DOI: https://doi.org/10.1007/BF02240218