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Critiquing the Role of Deliberative Democracy in EE and ESD: The Case for Effective Participation and Pragmatic Deliberation
Uppsala University, Disciplinary Domain of Science and Technology, Earth Sciences, Department of Earth Sciences.
2012 (English)Independent thesis Advanced level (degree of Master (Two Years)), 20 credits / 30 HE creditsStudent thesis
Abstract [en]

There has been much written of the potential positive impact in Environmental Education (EE) and Education for Sustainable Development (ESD). This thesis explores the reliance on deliberative democracy by the proponents of EE/ESD and whether or not they have justification for their beliefs. Specifically, participation and deliberation will be separated in order to identify any faults in these values that may prevent democracy – and therefore education – from addressing the problems of sustainable development and environmental concerns. Through a deconstruction of the relevant literature and a clarification of the lines of thought brought forth throughout the various arguments, it is shown that there is no good theoretical or empirical reason for advocating a deliberative democratic approach to EE/ESD as feverishly as some do. Instead, the case for an educational method and content based on the empirically observed characteristics of current liberal democracies will be made.

Place, publisher, year, edition, pages
Examensarbete vid Institutionen för geovetenskaper, ISSN 1650-6553
Keyword [en]
Sustainable Development, Environmental Education, deliberative democracy, participation, liberal democracy, philosophy
National Category
Natural Sciences
URN: urn:nbn:se:uu:diva-179183OAI: diva2:543608
Educational program
Master Programme in Sustainable Development
Life Earth Science
Available from: 2012-08-10 Created: 2012-08-09 Last updated: 2012-08-10Bibliographically approved

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