Bob Jickling
Biographic Data
| ID | 5397709 |
|---|---|
| NAME | Bob Jickling |
| GIVEN NAMES | Bob |
| FAMILY NAME | Jickling |
| SIGNATURE | JICKLING B |
| AFFILIATIONS | Lakehead University |
| ORCID | 0000-0001-6953-5976 |
| VERIFIED | Yes |
| TOTAL WORKS | 17 |
| TOTAL CITATIONS | 68 |
| AUTHOR COUNT | 16 |
| EDITOR COUNT | 1 |
| FIRST PUBLICATION YEAR | 1992 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 5 |
Wilding Pedagogies: Theorising, Practising and Imagining towards a Changing, Decolonising and Reconciling World
An abstract is not available for this content. As you have access to this content, full HTML content is provided on this page. A PDF of this content is also available in through the ‘Save PDF’ action button
Environmental Ethics: A Sourcebook for Educators
This well-constructed, and highly original, sourcebook integrates educational materials for teaching environmental ethics with theoretical reflections. The book is set to contribute immensely to its aim of taking ethics out of philosophy departments and putting it into the streets, into villages, and on the Earth—to make ethics an everyday activity, not something left to experts and specialists. Context-based activities are presented in almost ev…
Wilding educational policy: Hope for the future
This introductory paper begins by summarizing the premises of this special issue on “Wilding Educational Policy.” That is, first, current normalized educational practices in education are not adequate for these times of extraordinary social and ecological upheaval. Second, an important way forward will be to problematize modernist tendencies to control discourse and practice in education in ways that tend to “domesticate” educational possibilitie…
Education, sustainable or otherwise, as simulacra: A symphony of Baudrillard
Preamble: Singers gathering on stageThis is a paper for three voices. An attempt at a philosophic experience in the symphonic form. The first voice carries the tune and holds the shape of the paper as it focuses on Baudrillard and proposes that public education in Canada today is in fact a simulacra. The second voice has more room to roam, tracing some of the Western philosophical underpinnings of Baudrillard’s stages of the simulacra from Aristo…
Wild Pedagogies
‘This book leads an attack on the domestication of learning, the creeping formality, the structures and control, the standardizing, the separation of each of us from ourselves and our physical reality. This is a portrait of the physicality of children and the need to embrace this in education; the need to see education as humans in the world; the need to experiment with ideas and words that give meaning to our intuitions. An important argument. A…
Normalizing catastrophe: An educational response
Processes of normalizing assumptions and values have been the subjects of theoretical framing and critique for several decades now. Critique has often been tied to issues of environmental sustainability and social justice. Now, in an era of global warming, there is a rising concern that the results of normalizing of present values could be catastrophic. Often, when such concerns arise, education is invoked as a remedial tool, a solution to a cris…
Vivre ensemble sur Terre: Un projet éducatif à dimension politique
La dimension politique de l’éducation relative à l’environnement (ERE) a traversé l’ensemble des activités du 5e Congrès mondial d’éducation relative à l’environnement (5WEEC), tenu à Montréal en mai 2009. Plus de 2 200 participants venus de 106 pays y ont exploré les avenues d’un « mieux vivre-ensemble » sur Terre. Abordant des thèmes relatifs à l’identité, à la solidarité et à l’action politique, ces acteurs provenant de divers milieux sociosci…
Environmental education research: To what ends
This paper engages questions about ends in environmental education research. In doing so, I argue that such questions are essentially normative, and that normative questions are underrepresented in this field. After cautioning about perils of prescribing research agendas, I gently suggest that in environmental education key normative questions exist at the intersection of 'education' and 'ethics', and that they point to an area of research that d…
Globalization and environmental education: Looking beyond sustainable development
This study contends that environmental education is being significantly altered by globalizing forces, witnessing the effort to convert environmental education into education for sustainable development. This internationally propagated conversion can be challenged from many vantage points. This study identifies anomalies that have arisen as international organizations such as UNESCO have championed this conversion, and discusses issues arising fr…
Wolf Stories: Reflections on Science, Ethics, and Epistemology
Jickling, Faculty of Education, Lakehead University, 955 Oliver Road, Thunder Bay, Ontario, Canada P7B 5E1 ([email protected]); Paquet, Faculty of Environmental Design, University of Calgary, Alberta, Canada T2N 1N4 ([email protected]). Jickling, a long-time Yukon resident, taught environmental ethics and environmental education at Yukon College for many years. He now divides his time between his home in Whitehorse, Yukon and Thunder Bay…
“Sustainability” in higher education: From doublethink and newspeak to critical thinking and meaningful learning
It is higher education’s responsibility to continuously challenge and critique value and knowledge claims that have prescriptive tendencies. Part of this responsibility lies in engaging students in socio‐scientific disputes. The ill‐defined nature of sustainability manifests itself in such disputes when conflicting values, norms, interests, and reality constructions meet. This makes sustainability – its need for contextualization and the debate s…
Sustainability” in higher education: From doublethink and newspeak to critical thinking and meaningful learning
Mini-symposium Contributions
Environmental Thought, the Language of Sustainability, and Digital Watches
The field of education, and derivatively environmental education, is filled with inherently difficult concepts, yet we have not, I believe, given sufficient attention to understanding these ideas that ground our work. For example, the term 'education for sustainability,' has gained rapid acceptance yet little critical attention has been given to the term. Before launching into a critique, I do acknowledge the importance of 'sustainability' and th…
De la nécessité d’une analyse conceptuelle en éducation relative à l’environnement - Réflexions sur le langage de la durabilité
Le domaine de l’éducation relative à l’environnement (ERE) est constitué de concepts complexes et je crois que nous n’avons pas suffisamment cherché à approfondir ces idées fondamentales qui sous-tendent notre travail. L’analyse conceptuelle est un champ de recherche important et rigoureux qu’il importe de développer en ERE. Dans cet article, le concept et le langage de la « durabilité » ou « viabilité » (sustainability) servent d’exemples pour i…
Education for the Environment: A critique
This paper acknowledges that, in many contexts, the term ‘education for the environment’ has generated powerful images which have resonated with educators seeking empowerment for themselves and their students. We also acknowledge that it has enabled inquiry into socio‐political dimensions of environmental issues. However, we propose that this term has become a slogan and, as such, its use has been insufficiently problematised. We identify anomali…
Why I Don't Want My Children to Be Educated for Sustainable Development
(1992). Viewpoint: Why I Don't Want My Children to Be Educated for Sustainable Development. The Journal of Environmental Education: Vol. 23, No. 4, pp. 5-8.
Education for the Environment: A critique
This paper acknowledges that, in many contexts, the term ‘education for the environment’ has generated powerful images which have resonated with educators seeking empowerment for themselves and their students. We also acknowledge that it has enabled inquiry into socio‐political dimensions of environmental issues. However, we propose that this term has become a slogan and, as such, its use has been insufficiently problematised. We identify anomali…
Sustainability” in higher education: From doublethink and newspeak to critical thinking and meaningful learning
Normalizing catastrophe: An educational response
Processes of normalizing assumptions and values have been the subjects of theoretical framing and critique for several decades now. Critique has often been tied to issues of environmental sustainability and social justice. Now, in an era of global warming, there is a rising concern that the results of normalizing of present values could be catastrophic. Often, when such concerns arise, education is invoked as a remedial tool, a solution to a cris…
Environmental Thought, the Language of Sustainability, and Digital Watches
The field of education, and derivatively environmental education, is filled with inherently difficult concepts, yet we have not, I believe, given sufficient attention to understanding these ideas that ground our work. For example, the term 'education for sustainability,' has gained rapid acceptance yet little critical attention has been given to the term. Before launching into a critique, I do acknowledge the importance of 'sustainability' and th…
Environmental education research: To what ends
This paper engages questions about ends in environmental education research. In doing so, I argue that such questions are essentially normative, and that normative questions are underrepresented in this field. After cautioning about perils of prescribing research agendas, I gently suggest that in environmental education key normative questions exist at the intersection of 'education' and 'ethics', and that they point to an area of research that d…
Education, sustainable or otherwise, as simulacra: A symphony of Baudrillard
Preamble: Singers gathering on stageThis is a paper for three voices. An attempt at a philosophic experience in the symphonic form. The first voice carries the tune and holds the shape of the paper as it focuses on Baudrillard and proposes that public education in Canada today is in fact a simulacra. The second voice has more room to roam, tracing some of the Western philosophical underpinnings of Baudrillard’s stages of the simulacra from Aristo…
Wolf Stories: Reflections on Science, Ethics, and Epistemology
Jickling, Faculty of Education, Lakehead University, 955 Oliver Road, Thunder Bay, Ontario, Canada P7B 5E1 ([email protected]); Paquet, Faculty of Environmental Design, University of Calgary, Alberta, Canada T2N 1N4 ([email protected]). Jickling, a long-time Yukon resident, taught environmental ethics and environmental education at Yukon College for many years. He now divides his time between his home in Whitehorse, Yukon and Thunder Bay…
Why I Don't Want My Children to Be Educated for Sustainable Development
(1992). Viewpoint: Why I Don't Want My Children to Be Educated for Sustainable Development. The Journal of Environmental Education: Vol. 23, No. 4, pp. 5-8.
Education for the Environment: A critique
This paper acknowledges that, in many contexts, the term ‘education for the environment’ has generated powerful images which have resonated with educators seeking empowerment for themselves and their students. We also acknowledge that it has enabled inquiry into socio‐political dimensions of environmental issues. However, we propose that this term has become a slogan and, as such, its use has been insufficiently problematised. We identify anomali…
De la nécessité d’une analyse conceptuelle en éducation relative à l’environnement - Réflexions sur le langage de la durabilité
Le domaine de l’éducation relative à l’environnement (ERE) est constitué de concepts complexes et je crois que nous n’avons pas suffisamment cherché à approfondir ces idées fondamentales qui sous-tendent notre travail. L’analyse conceptuelle est un champ de recherche important et rigoureux qu’il importe de développer en ERE. Dans cet article, le concept et le langage de la « durabilité » ou « viabilité » (sustainability) servent d’exemples pour i…
Mini-symposium Contributions
Environmental Thought, the Language of Sustainability, and Digital Watches
The field of education, and derivatively environmental education, is filled with inherently difficult concepts, yet we have not, I believe, given sufficient attention to understanding these ideas that ground our work. For example, the term 'education for sustainability,' has gained rapid acceptance yet little critical attention has been given to the term. Before launching into a critique, I do acknowledge the importance of 'sustainability' and th…
“Sustainability” in higher education: From doublethink and newspeak to critical thinking and meaningful learning
It is higher education’s responsibility to continuously challenge and critique value and knowledge claims that have prescriptive tendencies. Part of this responsibility lies in engaging students in socio‐scientific disputes. The ill‐defined nature of sustainability manifests itself in such disputes when conflicting values, norms, interests, and reality constructions meet. This makes sustainability – its need for contextualization and the debate s…
Sustainability” in higher education: From doublethink and newspeak to critical thinking and meaningful learning
Wolf Stories: Reflections on Science, Ethics, and Epistemology
Jickling, Faculty of Education, Lakehead University, 955 Oliver Road, Thunder Bay, Ontario, Canada P7B 5E1 ([email protected]); Paquet, Faculty of Environmental Design, University of Calgary, Alberta, Canada T2N 1N4 ([email protected]). Jickling, a long-time Yukon resident, taught environmental ethics and environmental education at Yukon College for many years. He now divides his time between his home in Whitehorse, Yukon and Thunder Bay…
Globalization and environmental education: Looking beyond sustainable development
This study contends that environmental education is being significantly altered by globalizing forces, witnessing the effort to convert environmental education into education for sustainable development. This internationally propagated conversion can be challenged from many vantage points. This study identifies anomalies that have arisen as international organizations such as UNESCO have championed this conversion, and discusses issues arising fr…
Environmental education research: To what ends
This paper engages questions about ends in environmental education research. In doing so, I argue that such questions are essentially normative, and that normative questions are underrepresented in this field. After cautioning about perils of prescribing research agendas, I gently suggest that in environmental education key normative questions exist at the intersection of 'education' and 'ethics', and that they point to an area of research that d…
Vivre ensemble sur Terre: Un projet éducatif à dimension politique
La dimension politique de l’éducation relative à l’environnement (ERE) a traversé l’ensemble des activités du 5e Congrès mondial d’éducation relative à l’environnement (5WEEC), tenu à Montréal en mai 2009. Plus de 2 200 participants venus de 106 pays y ont exploré les avenues d’un « mieux vivre-ensemble » sur Terre. Abordant des thèmes relatifs à l’identité, à la solidarité et à l’action politique, ces acteurs provenant de divers milieux sociosci…
Normalizing catastrophe: An educational response
Processes of normalizing assumptions and values have been the subjects of theoretical framing and critique for several decades now. Critique has often been tied to issues of environmental sustainability and social justice. Now, in an era of global warming, there is a rising concern that the results of normalizing of present values could be catastrophic. Often, when such concerns arise, education is invoked as a remedial tool, a solution to a cris…
Wild Pedagogies
‘This book leads an attack on the domestication of learning, the creeping formality, the structures and control, the standardizing, the separation of each of us from ourselves and our physical reality. This is a portrait of the physicality of children and the need to embrace this in education; the need to see education as humans in the world; the need to experiment with ideas and words that give meaning to our intuitions. An important argument. A…
Environmental Ethics: A Sourcebook for Educators
This well-constructed, and highly original, sourcebook integrates educational materials for teaching environmental ethics with theoretical reflections. The book is set to contribute immensely to its aim of taking ethics out of philosophy departments and putting it into the streets, into villages, and on the Earth—to make ethics an everyday activity, not something left to experts and specialists. Context-based activities are presented in almost ev…
Wilding educational policy: Hope for the future
This introductory paper begins by summarizing the premises of this special issue on “Wilding Educational Policy.” That is, first, current normalized educational practices in education are not adequate for these times of extraordinary social and ecological upheaval. Second, an important way forward will be to problematize modernist tendencies to control discourse and practice in education in ways that tend to “domesticate” educational possibilitie…
Education, sustainable or otherwise, as simulacra: A symphony of Baudrillard
Preamble: Singers gathering on stageThis is a paper for three voices. An attempt at a philosophic experience in the symphonic form. The first voice carries the tune and holds the shape of the paper as it focuses on Baudrillard and proposes that public education in Canada today is in fact a simulacra. The second voice has more room to roam, tracing some of the Western philosophical underpinnings of Baudrillard’s stages of the simulacra from Aristo…
Wilding Pedagogies: Theorising, Practising and Imagining towards a Changing, Decolonising and Reconciling World
An abstract is not available for this content. As you have access to this content, full HTML content is provided on this page. A PDF of this content is also available in through the ‘Save PDF’ action button
Sociology (15 works) · Political science (13 works) · Environmental Education and Sustainability (11 works) · Pedagogy (11 works) · Environmental ethics (10 works) · Engineering (8 works) · Engineering ethics (8 works) · Epistemology (8 works) · Environmental education (7 works) · Philosophy (7 works)