In this volume C.A. (Chet) Bowers, whose pioneering work on education and environmental and sustainability issues is widely recognized and respected around the world, brings together a carefully curated selection of his seminal work on the ideological, cultural, and linguistic roots of the ecological crisis; misconceptions underlying modern consciousness; the cultural commons; a critique of technology; and educational reforms to address these pressing concerns.
In the World Library of Educationalists series, international scholars themselves compile career-long collections of what they judge to be their finest pieces – extracts from books, key articles, salient research findings, major theoretical and/practical contributions – so the world can read them in a single manageable volume. Readers will be able to follow the themes and strands of their work and see their contribution to the development of a field, as well as the development of the field itself. Contributors to the series include: Michael Apple, James A. Banks, Joel Spring, William F. Pinar, Stephen J. Ball, Elliot Eisner, Howard Gardner, John Gilbert, Ivor F. Goodson, and Peter Jarvis.
'The term "specialist" is inappropriate to describe a writer whose work transverses so many intellectual boundaries…this collection represents some of the finest interdisciplinary scholarship available anywhere, and its importance is difficult to overstate.'
—David J. Flinders, Indiana University, Bloomington
Contents 1. Where to Start in Addressing the Cultural/Linguistic Roots of the Ecological Crisis: Challenging the Misconceptions Underlying Modern Consciousness 2. The Cultural Aspects of the Ecological Crisis (A) An Ecological Paradigm for Understanding Language Issues 3. The Relational and Emergent Nature of Cultural and Natural Ecologies 4. Language Issues that should be the Central Focus in Teacher Education and Curriculum Studies 5. Why the George Lakoff and Mark Johnson Theory of Metaphorical Thinking Fails to Address the Linguistic Issues Related to the Ecological Crisis 6. The Cultural Construction and Uses of Data (B) The Cultural Commons 7. The Political Economy of the Cultural Commons and the Nature of Sustainable Wealth 8. The Cultural Mediating Role of the Teacher/Professor—Across the Disciplines 9. Educational Reforms in an Era of Global Warming and Digital Insecurities (C) Clarifying the Difference between Individual and Ecological Intelligence 10. The Challenge Facing Educational Reformers: Making the Transition from Individual to Ecological Intelligence 11. Gregory Bateson’s Contribution to Understanding Ecological Intelligence 12. Rethinking Social Justice Issues within an Eco-Justice Conceptual and Moral Framework (D) Critique of Technology 13. Educational Reforms that Contribute to Democratizing the Uses of Digital Technologies 14. The Digital Revolution and the Unrecognized Problem of Linguistic Colonization 15. Has the Authority of Data Consigned Wisdom to the Junk-Heap of History? 16. Is the Digital Revolution Driven by an Ideology? 17. Is the Digital Revolution Sowing the Seeds of a Techno-Fascist Future?
The World Library of Educationalists celebrates the important contributions to education made by leading experts in their individual fields of study. Each scholar has compiled a career-long collection of what they consider to be their finest pieces: extracts from books, journals, articles, major theoretical and practical contributions, and salient research findings.
For the first time ever the work of each contributor is presented in a single volume so readers can follow the themes and progress of their work and identify the contributions made to, and the development of, the fields themselves.
The distinguished careers of the selected experts span at least two decades and include Richard Aldrich, Stephen J. Ball, Elliot W. Eisner, John Elliott, Howard Gardner, John Gilbert, Ivor F. Goodson, David Hargreaves, David Labaree and E.C. Wragg.
Each book in the series features a specially written introduction by the contributor giving an overview of their career, contextualizing their selection within the development of the field, and showing how their own thinking developed over time.