Søren Breiting

TL;DR: In this article, the authors argue for the development of the action competence of the pupils as the main goal of the new generation of environmental education and refer to promising findings from Danish environmental education, mainly from the MUVIN Programme.

TL;DR: In this paper, the authors trace the history and progressive development of environmental education and education for sustainable development (ESD) in Sweden and Denmark, focusing on work in primary and lower secondary schools as part of a search for trends of international interest related to the conceptualisation and practice of Environmental education in both countries, as well as the role and significance of democratic perspectives to their development.

TL;DR: In this article, the authors propose a download and print policy for any publication from the public portal for the purpose of private study or research, which is based on the principle that the authors do not further distribute the material or use it for any profit-making activity or commercial gain.

TL;DR: In this article, the authors identify and discuss three main issues: if an explicit and coherent concept of environmental education or education for sustainable development is missing; if the field is dominated by researchers with an environmental science background; and if the research is aiming at improving practice through prescriptive, normative recommendations.

TL;DR: In this article, the authors argue that while the process of developing mental ownership is a neglected aspect of successful participatory approaches in development efforts as well as in education, there is good reason to consider the hypothesis that the level of mental ownership that a participatory initiative is able to generate among participants, corresponds with the experienced quality of the participatory approach.