Bridging the ecological knowledge and knowledge-action gaps: a utopian vision for education in Manitoba
This thesis seeks to advance a curriculum which provides learners with educative experiences required to promote an ecological literacy. This particular type of literacy enables individuals and communities to understand their connectedness to all systems, to appreciate the finite carrying capacity of the planet, to predict consequences of human activity, and to ultimately create sustainable communities through action, or praxis. The proposed curriculum is a vision of public education in Manitoba, borrowing examples of experiences throughout the world which are then adapted to meet the ecological, social, and political realities of this province. It is a utopian-inspired curriculum as it seeks to shed current restraints imposed by contemporary educational practices in Manitoba. By removing certain constraints, this philosophical inquiry can then be used to provoke a dialogue as to how we might transform learners into agents of social and ecological change.
Ecological literacy, Systems thinking, Experiential education, Education, Sustainability