Abstract
Environmental protection is now the common consensus in the world. If we can teach students how to appreciate the natural environment and love its beauty, they may protect the environment naturally. But how can we learn to appreciate nature? The research on the contemporary aesthetics of nature provides rich discussions and directions. This paper uses literature analysis as the method to examine the main contents of the Western aesthetics of nature and to develop an example of curriculum design. There are two models-a cognitive approach and a non-cognitive approach-in the aesthetics of nature. The former stresses the necessity of scientific knowledge, including ecology, biology, and geography, while the latter focuses more on imagination, intuition, mystery, and folktales. After analysis and review of the two models, I induce them into nine principles of appreciation. Furthermore, I suggest some principles of teaching, such as Cornell's "flow learning," art creation, and raising plants or insects by oneself. Finally, according to these principles and teaching methods, I design an example of a curriculum for elementary school students in Taiwan. I will present a unit of frame to provide details about the curriculum and how to teach the appreciation of nature.
| Original language | English |
|---|---|
| Pages (from-to) | 88-100 |
| Number of pages | 13 |
| Journal | International Education Studies |
| Volume | 8 |
| Issue number | 5 |
| DOIs | |
| Publication status | Published - 2015 Jan 1 |
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All Science Journal Classification (ASJC) codes
- Education
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Education for appreciating environment-an example of curriculum design of natural aesthetic education in Taiwan. / Yang, Chung Ping.
In: International Education Studies, Vol. 8, No. 5, 01.01.2015, p. 88-100.Research output: Contribution to journal › Article
TY - JOUR
T1 - Education for appreciating environment-an example of curriculum design of natural aesthetic education in Taiwan
AU - Yang, Chung Ping
PY - 2015/1/1
Y1 - 2015/1/1
N2 - Environmental protection is now the common consensus in the world. If we can teach students how to appreciate the natural environment and love its beauty, they may protect the environment naturally. But how can we learn to appreciate nature? The research on the contemporary aesthetics of nature provides rich discussions and directions. This paper uses literature analysis as the method to examine the main contents of the Western aesthetics of nature and to develop an example of curriculum design. There are two models-a cognitive approach and a non-cognitive approach-in the aesthetics of nature. The former stresses the necessity of scientific knowledge, including ecology, biology, and geography, while the latter focuses more on imagination, intuition, mystery, and folktales. After analysis and review of the two models, I induce them into nine principles of appreciation. Furthermore, I suggest some principles of teaching, such as Cornell's "flow learning," art creation, and raising plants or insects by oneself. Finally, according to these principles and teaching methods, I design an example of a curriculum for elementary school students in Taiwan. I will present a unit of frame to provide details about the curriculum and how to teach the appreciation of nature.
AB - Environmental protection is now the common consensus in the world. If we can teach students how to appreciate the natural environment and love its beauty, they may protect the environment naturally. But how can we learn to appreciate nature? The research on the contemporary aesthetics of nature provides rich discussions and directions. This paper uses literature analysis as the method to examine the main contents of the Western aesthetics of nature and to develop an example of curriculum design. There are two models-a cognitive approach and a non-cognitive approach-in the aesthetics of nature. The former stresses the necessity of scientific knowledge, including ecology, biology, and geography, while the latter focuses more on imagination, intuition, mystery, and folktales. After analysis and review of the two models, I induce them into nine principles of appreciation. Furthermore, I suggest some principles of teaching, such as Cornell's "flow learning," art creation, and raising plants or insects by oneself. Finally, according to these principles and teaching methods, I design an example of a curriculum for elementary school students in Taiwan. I will present a unit of frame to provide details about the curriculum and how to teach the appreciation of nature.
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UR - http://www.scopus.com/inward/citedby.url?scp=84928892598&partnerID=8YFLogxK
U2 - 10.5539/ies.v8n5p88
DO - 10.5539/ies.v8n5p88
M3 - Article
AN - SCOPUS:84928892598
VL - 8
SP - 88
EP - 100
JO - International Education Studies
JF - International Education Studies
SN - 1913-9020
IS - 5
ER -