The main aim of this paper is to identify and discuss students' and neighboring local actor’s joint value construction within a nature-local actor-student relational matrix.
Considering present eco-social-cultural challenges (Fettes & Blenkinsop, 2023) and planetary boundaries (Oziewicz, 2022) the construction of epistemic and ethical values is key for education as social leverage for a sustainable future (Jickling et. al 2018). It is crucial to understand the practical processes involved in this effect. Hence, scrutinizing how students, nature and local actors collaborate in value construction within the context of ESE is key. Drawing on results from a practice-based research project with three small schools in sparsely populated areas in the middle of Sweden, the paper addresses ESE at the crossroads of formal education and social learning.
Theoretical Framework
The paper draws on insights from theorizing the question of the interdependence between epistemic and ethical values in moral philosophy (Norton & Norton 2007, Dewey 1944), pedagogical research (Östman & Almqvist, 2010), and environmental ethics research (Rolston III, 1987). The paper focuses on interactions between students, neighboring local actors, and nature as partners(Merchant 1996) and addresses an empirical question focusing on value-construction in particular socio-geographical locations. The paper also builds on categorial Bildung-theory and critical constructive didactics (Klafki, 2010)
Methodology/Research Design
The study design is abductive (Wilhelmsson & Damber, 2022), which enables flexible choices of theoretical framework to avoid one-sided analysis and uncritical explanations to study, understand, and explain the construction of epistemic and ethical values in complex ESE practices. Practitioner inquiry is used as methodology enabling teaching as the place of investigation (see Cochran-Smith & Lytle, 2009). Finally, an environmental ethical conceptual framework for empirical research on ESE (Kronlid & Öhman 2012) is used. The empirical material are teacher’s reflexive texts and interview transcripts.
Expected Results/Findings:
The research questions are: What epistemic and ethical values are constructed in the socio-geographical location of rural schools? How are epistemic and ethical values constructed in collaboration between local actors, students, and nature? To what extent do such values enable constructive critique of the intrinsic – instrumental value dichotomy in environmental ethics and ESE research. Expected findings are insights into (a) how socio-geographical locations are engaged in value construction, (b) which values that are being constructed, and (c) how formal ESE and social learning interact in a local actor-student-nature relational matrix.
Relevance to Nordic Educational Research
Research that focuses on small schools in sparsely populated communities is uncommon. Research concerning the potential of the local natural environment as an equally important partner in education is scarce. Finally, interdisciplinary research combining ESE, environmental ethics and philosophy of education are expected to produce results that are specific for the Nordic context.
2025.