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Place Empathy and Environmental Education

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dc.contributor.advisor Nathan, Perkins
dc.contributor.author Zakharova, Tatiana
dc.date.accessioned 2018-04-27T17:32:51Z
dc.date.available 2018-04-27T17:32:51Z
dc.date.copyright 2018-04
dc.date.created 2018-04-23
dc.date.issued 2018-04-27
dc.identifier.uri http://hdl.handle.net/10214/12936
dc.description.abstract Ministry of Education documents define environmental education as education about, for, and in the environment. But how does formal curriculum actually describe “environment” in different subject areas and what does this say about students’ relationship with it? Relying on hermeneutics for foundation and methodology, I analyse and interpret the Ontario Grade 2 and Grade 3 environmental education curriculum and identify themes of damaged connectivity and fear of complexity that can be addressed with place empathy. Having defined place empathy as a cognitive and affective representation process in which an observer simulates another’s interpretations of place in order to deepen her understanding of place, and developed a place empathy framework, I identify a number of learning practices which could be used by teachers to engage students in place empathy to encourage, as I hypothesize, deeper understanding of and relationship with place. Ministry of Education documents define environmental education as education about, for, and in the environment. But how does formal curriculum actually describe “environment” in different subject areas and what does this say about students’ relationship with it? Relying on hermeneutics for foundation and methodology, I analyse and interpret the Ontario Grade 2 and Grade 3 environmental education curriculum and identify themes of damaged connectivity and fear of complexity that can be addressed with place empathy. Having defined place empathy as a cognitive and affective representation process in which an observer simulates another’s interpretations of place in order to deepen her understanding of place, and developed a place empathy framework, I identify a number of learning practices which could be used by teachers to engage students in place empathy to encourage, as I hypothesize, deeper understanding of and relationship with place. en_US
dc.language.iso en en_US
dc.rights Attribution-NoDerivs 2.5 Canada *
dc.rights.uri http://creativecommons.org/licenses/by-nd/2.5/ca/ *
dc.subject empathy en_US
dc.subject place en_US
dc.subject ontario en_US
dc.subject curriculum en_US
dc.subject environmental education en_US
dc.subject empathic en_US
dc.subject landscape architecture en_US
dc.title Place Empathy and Environmental Education en_US
dc.type Thesis en_US
dc.degree.programme Landscape Architecture en_US
dc.degree.name Master of Landscape Architecture en_US
dc.degree.department School of Environmental Design and Rural Development en_US


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Attribution-NoDerivs 2.5 Canada Except where otherwise noted, this item's license is described as Attribution-NoDerivs 2.5 Canada