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| 論文名稱 | EDUCATION FOR SUSTAINABLE DEVELOPMENT IN THE EFL CLASSROOM: EXPLORING INTERSUBJECTIVITY |
| 研討會開始日期 | 2019-02-08 |
| 研討會結束日期 | 2019-02-10 |
| 所有作者 | Jackson Ver Steeg Jr. |
| 作者順序 | 第一作者 |
| 通訊作者 | 否 |
| 研討會名稱 | International Conference on Sustainability, Technology and Education 2019 |
| 是否具有對外公開徵稿及審稿制度 | 是 |
| 研討會舉行之國家 | NATHKG-香港 |
| 研討會舉行之城市 | Hong Kong |
| 發表年份 | 2019 |
| 所屬計劃案 | 無 |
| 可公開文檔 |
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| 可公開文檔 | |
| 可公開文檔 |
[英文摘要] :
English as foreign language (EFL) curricula commonly include certain sustainable development (SD) topics, which are covered in a limited fashion within a larger topic base. Because SD is a global issue and participation in that conversation occurs primarily in the English language, students in the EFL classroom are in a prime position to benefit from an increased exposure to an SD lexicon and SD topics. While traditional education for sustainable development (ESD) focuses on student awareness of issues and behaviors, psychology practitioners suggest that additional gains in student attitudes may be achieved by focusing on the ontology of humans and their relationships to Nature. Accordingly, this study examines ways of introducing inner work and intersubjectivity into the EFL classroom with the goal of examining and altering the viewpoint of students such that they see themselves more of Nature rather than apart from it. Examples of classroom modifications are given, including content and text recommendations, as well as course structure. Justifications are presented for including mindfulness and intersubjectivity in exercises in the EFL classroom as a method to practice ESD.
