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研究生:郁明俠
研究生(外文):Kartika Paramita Klara
論文名稱:生態智慧對於生態永續教育之啟示
論文名稱(外文):The Exploration of Ecosophy for Ecologically Sustainable Education
指導教授:王嘉陵王嘉陵引用關係
指導教授(外文):Chia-Ling Wang
口試委員:林仁傑王嘉陵張正杰
口試委員(外文):Chia-Ling Wang
口試日期:2015-12-25
學位類別:碩士
校院名稱:國立臺灣海洋大學
系所名稱:教育研究所
學門:教育學門
學類:綜合教育學類
論文種類:學術論文
論文出版年:2016
畢業學年度:104
語文別:中文
論文頁數:71
中文關鍵詞:生態奈斯永續教育生態教育
外文關鍵詞:EcosophyArne Naesssustainable educationecological education
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The aim of this research is to explore the concept of Ecosophy that contributes to build up ecological views for sustainable education. The concept of ecosophy is one of the main works of Arne Naess which is called Ecosophy T. Arne Naess has extensively explained how Ecosophy T to be implemented in various fields, such as economics, politics, technology and lifestyle, and education. This research analyzed the educational materials from UNESCO namely Teaching and Learning for Sustainable Future based on Ecosophy; and furthermore discussed how Ecosophy gave insights on ecologically sustainable education. To achieve the purpose, I developed two inquiries. First, I reviewed the background and implementation of Ecosophy T by Arne Naess, especially related to education. Secondly, I reinforced the extended understanding of Ecosophy through four secondary literatures employed by Alan Drengson, David Rothenberg, Harold Graser, and Chia-Ling Wang. By the way of those inquiries, I proposed an ecoshopical views to be applied for sustainable education. The ecosophical views consist of four parts comprising ecosophical value, ecosophical inducation, ecosophical society, and ecosophical self. Each of the ecosophical view conceives ecological values which based on the concept of Ecosophy. In the end of this research, I gave emphasis on the significance the richness of culture and the diversity of nature for education, and thereafter offered some suggestions for the practices of ecologically sustainable education.
The aim of this research is to explore the concept of Ecosophy that contributes to build up ecological views for sustainable education. The concept of ecosophy is one of the main works of Arne Naess which is called Ecosophy T. Arne Naess has extensively explained how Ecosophy T to be implemented in various fields, such as economics, politics, technology and lifestyle, and education. This research analyzed the educational materials from UNESCO namely Teaching and Learning for Sustainable Future based on Ecosophy; and furthermore discussed how Ecosophy gave insights on ecologically sustainable education. To achieve the purpose, I developed two inquiries. First, I reviewed the background and implementation of Ecosophy T by Arne Naess, especially related to education. Secondly, I reinforced the extended understanding of Ecosophy through four secondary literatures employed by Alan Drengson, David Rothenberg, Harold Graser, and Chia-Ling Wang. By the way of those inquiries, I proposed an ecoshopical views to be applied for sustainable education. The ecosophical views consist of four parts comprising ecosophical value, ecosophical inducation, ecosophical society, and ecosophical self. Each of the ecosophical view conceives ecological values which based on the concept of Ecosophy. In the end of this research, I gave emphasis on the significance the richness of culture and the diversity of nature for education, and thereafter offered some suggestions for the practices of ecologically sustainable education.
Table of Contents
Acknowledgement……………………………………………………………...i
Abstract…………………………………………………………………………ii
Table of Contents……………………………………………………………….iii
List of figure……………………………………………………………………v

Chapter 1 Introduction………………………………………………………..1
1.1 Arne Naess and Ecosophy T …………………………………………..1
1.2 Education for Sustainable Development……………………………………6
1.3 The Aims of Study………………………………………………………….9
1.4 The Structure of Study……………………………………………………...10

Chapter 2 The Concept of Ecosophy T by Arne Naess…………..................12
2.1 Deep Ecology……………………………………………………………….12
2.2 Self-Realisation……………………………………………………………..17
2.3 Definition of Ecosophy……………………………………………………..19
2.4 The Concept Ecosophy T…………………………………………………...20
2.5 Ecosophy T within technology, lifestyle, economics and ecopolitics……....21
2.5.1 Ecosophy T within technology and lifestyle……………………………...22
2.5.2 Ecosophy T within economics…………………………………………….23
2.5.3 Ecosophy T within ecopolitics…………………………………………….24
2.6 Ecosophy T within Education……………………………………………....26

Chapter 3 Secondary Literature Relating to The Concept of Ecosophy T...29
3.1 Secondary Literature by Alan Drengson……………………………………30
3.2 Secondary Literature by David Rothernberg……………………….............33
3.3 Secondary Literature by Harold Graser………………………………….....36
3.4 Secondary Literature by Chia-Ling Wang………………………………….39
3.5 Comparison of Secondary Literatures………………………………………41

Chapter 4 Implementation of The Concept of Ecosophy T for
Ecologically Sustainable Education……………………………………….......44
4.1 Teaching and Learning for Sustainable Future………………………….......44
4.2 Teaching and Learning for Sustainable Future based on the Concept of
Ecosophy T……………………………………………………………..........50
4.3 Ecologically Sustainable Education based on the Concept of Ecosophy T....57
4.3.1 Ecosophical Value within Ecologically Sustainable Education…………...58
4.3.2 Ecosophical Inducation within Ecologically Sustainable Education……...59
4.3.3 Ecosophical Society within Ecologically Sustainable Education…………61
4.3.4 Ecosophical Self within Ecologically Sustainable Education……………..63
4.3.5 Ecologically Sustainable Education……………………………………….65

Chapter 5 Concluding Remarks……………………………………………….67

Bibliography……………………………………………………………………...71
List of Figure

Figure 2.1 The Apron Diagram of Deep Ecology………………………………..13

Drengson, A. (2008). The life and work of Arne Naess: An appreciative overview by Alan Drengson. In A. Drengson & B. Devall (Eds.). Ecology of wisdom: writings by Arne Naess (3-44). Berkeley, CA: Counterpoint.
Graser, H. (2002). Introduction by Harold Graser. In A. Naess (Ed.) (R. Huntford, Trans.). Life’s philosophy: Reason and feeling in a deeper world (xiii-xxxi). Athens, Georgia: The University of Georgia Press.
Naess, A. (1989a). Economics within ecosophy. In D. Rothenberg (Ed.), Ecology, community and lifestyle (104-129). Cambridge, UK: Cambridge University Press.
Naess, A. (1989b). Ecopolitics within ecosophy. In D. Rothenberg (Ed.), Ecology, community and lifestyle (130-162). Cambridge, UK: Cambridge University Press.
Naess, A. (1989c). Ecosophy, technology, and lifestyle. In D. Rothenberg (Ed.), Ecology, community and lifestyle (87-103). Cambridge, UK: Cambridge University Press.
Naess, A. (1989d). Ecosophy T: unity and diversity of life. In D. Rothenberg (Ed.), Ecology, community and lifestyle (163-213). Cambridge, UK: Cambridge University Press.
Naess, A. (1989e). Fact and value; basic norms. In D. Rothenberg (Ed.), Ecology, community and lifestyle (35-67). Cambridge, UK: Cambridge University Press.

Naess, A. (1989f). From ecology to ecosophy. In D. Rothenberg (Ed.), Ecology, community and lifestyle (68-86). Cambridge, UK: Cambridge University Press.
Naess, A. (1989g). The environmental crisis and the deep ecological movement. In D. Rothenberg (Ed.), Ecology, community and lifestyle (23-34). Cambridge, UK: Cambridge University Press.
Naess, A. (2002a). A feeling for all living beings. In A. Naess (Ed.) (R. Huntford, Trans.). Life’s philosophy: Reason and feeling in a deeper world (92-116). Athens, Georgia: The University of Georgia Press.
Naess, A. (2002b). How does our emotional life mature?. In A. Naess (Ed.) (R. Huntford, Trans.). Life’s philosophy: Reason and feeling in a deeper world (117-138). Athens, Georgia: The University of Georgia Press.
Naess, A. (2002c). Life seen as an open landscape. In A. Naess (Ed.) (R. Huntford, Trans.). Life’s philosophy: Reason and feeling in a deeper world (1-19). Athens, Georgia: The University of Georgia Press.
Naess, A. (2002d). On imagination, research—and pretty rationality. In A. Naess (Ed.) (R. Huntford, Trans.). Life’s philosophy: Reason and feeling in a deeper world (51-73). Athens, Georgia: The University of Georgia Press.
Naess, A. (2002e). You can learn properly only what engages your feelings. In A. Naess (Ed.) (R. Huntford, Trans.). Life’s philosophy: Reason and feeling in a deeper world (139-159). Athens, Georgia: The University of Georgia Press.
Naess, A. (2008). The basics of the deep ecology movement. In A. Drengson & B. Devall (Eds.). Ecology of wisdom: writings by Arne Naess (105-119). Berkeley, CA: Counterpoint.
Rothenberg, D. (1989). Introduction: Ecosophy T – from intuition to system. In D. Rothenberg (Ed.), Ecology, community and lifestyle (1-22). Cambridge, UK: Cambridge University Press.
United Nations Educational, Scientific and Cultural Organization (UNESCO). (2006). Framework for the UN DESD: International implementation scheme. Retrieved May 7, 2015 from http://unesdoc.unesco.org/images/0014/001486/148650E.pdf
United Nations Educational, Scientific and Cultural Organization (UNESCO). (2010). Teaching and learning for a sustainable future. Retrieved August 1, 2015 from http://www.unesco.org/education/tlsf/
Wang, C. L. (2016). Towards Self-Realisation: The exploration of the ecological self for education. Paper will be published in Educationa

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