The second pedagogy is intended “to set in motion a process students might choose to follow through to these more ambitious ends. This version of ecocomposition invites students to being thinking about the consequential ways they have already established a working relationship with the discerned features of the environment in which they are currently struggling to find a place…[It’s about] situating one’s self in the intellectual community of the academy, and developing the critical and creative process of writing” (137).
“Environmental education…seeks to do more than integrate environmental content into the curriculum. Its explicit goal is to encourage students to see the world in certain ways and to consider the moral and political implications of their life-style. The pedagogical outcome would then be students able to make reasoned choices based on an environmental ethic” (133). Long discusses two kinds of environmental pedagogy, one of which he supports. The first pedagogy “depend[s] upon the assumption that a more proximate and intimate relation to the environment translates well into more than simply good writing. The hope is that taking students ‘out there’ will facilitate concrete changes in the student’s attitudes toward the environment, and potentially lead t more environmentally responsible behavior” (134). This pedagogy is about encouraging students’ personal connection to the environment. However, Long argues, thinks of environment as nature only, which separate the student’s (and teacher’s) culture from the natural world. It also pushes students to look at lofty, complex changes to the world, which they cannot accomplish themselves, particularly in their position.
The second pedagogy is intended “to set in motion a process students might choose to follow through to these more ambitious ends. This version of ecocomposition invites students to being thinking about the consequential ways they have already established a working relationship with the discerned features of the environment in which they are currently struggling to find a place…[It’s about] situating one’s self in the intellectual community of the academy, and developing the critical and creative process of writing” (137).
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