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International Studies in Phenomenology and Philosophy

Book | Chapter

189069

Place-based education as a call from/for action

Michiel van Eijck

pp. 323-328

Abstract

This section features four accounts of the kind of struggles educators encounter once they engage in place-based activities. These struggles are characterized by overcoming dualisms such as global/local and subject/object. From the four chapters, simultaneously, one can learn how "place" guides educators to ways along which they can overcome such dualisms. The four studies presented in this section share a notion of place inextricably bound with human action. As highlighted repeatedly in this section, the word "place" refers to the ancient Greek word plateia (πλατεία, street), a central place in town where people came to both talk to and listen to others and where human action is "taking place." Human action, in turn, can be taken as a dialectic unit, which is realized both on the ideal and material plane, thereby uniting global/local and object/subject dualisms (Leont"ev 1978).

Publication details

Published in:

Tippins Deborah J., Mueller Michael P., van Eijck Michiel, Adams Jennifer D. (2010) Cultural studies and environmentalism: the confluence of ecojustice, place-based (science) education, and indigenous knowledge systems. Dordrecht, Springer.

Pages: 323-328

DOI: 10.1007/978-90-481-3929-3_27

Full citation:

van Eijck Michiel (2010) „Place-based education as a call from/for action“, In: D. J. Tippins, M. P. Mueller, M. Van Eijck & J. D. Adams (eds.), Cultural studies and environmentalism, Dordrecht, Springer, 323–328.