[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-597200-105":59,"doc-detail-597200-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","biodiversity-as-a-postmodern-theme-for-environmental-education","Biodiversity as a Postmodern Theme for Environmental Education","","Environmental education in a postmodern world must address the ill-defined nature of emerging key concepts such as biodiversity and sustainability. These concepts lack a single perspective or definition that works across situations, making them ambiguous rather than fixed. Rather than rendering them useless, this pluralism supports learning in rich contexts with ambivalence and uncertainty. Using biodiversity as an example, the paper shows how differing social groups can reach shared language while disagreements enable socio-scientific learning. It also highlights the role of scientific knowledge in such controversies, situated at the crossroads of science, technology and society.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/biodiversity-as-a-postmodern-theme-for-environmental-education/597200/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/biodiversity-as-a-postmodern-theme-for-environmental-education/597200.png","ImageObject",300,407,{"name":92,"@type":93},"Rainbow Cat","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-07","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Why does the paper argue that biodiversity and sustainability are “ill-defined” in environmental education?","Question",{"text":112,"@type":113},"It explains that there is no single perspective or definition that accurately describes these concepts across all situations and contexts, leading to persistent ambiguity and uncertainty.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does using biodiversity help create educational value in a postmodern framework?",{"text":117,"@type":113},"Biodiversity brings different societal groups together to discuss nature conservation and sustainability, allowing disagreements to surface and supporting socio-scientific dispute as a learning opportunity.",{"name":119,"@type":110,"acceptedAnswer":120},"What role does scientific knowledge play according to the authors?",{"text":121,"@type":113},"Special attention is given to how scientific knowledge contributes within socio-scientific disputes, which occur at the intersection of science, technology, and society.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},597200,1792444442,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},962090769181,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","Biodiversity as a Postmodern Theme for Environmental Education  \nAmos Dreyfus, The Hebrew University of Jerusalem, Israel, Arjen E.J. Wals, Wageningen Agricultural University, the Netherlands, & Daan van Weelie, Utrecht University, the Netherlands  \nAbstract  \nEnvironmental education in a postmodern world will have to be sensitive to the ill-defined nature of emerging key concepts such as biodiversity and sustainability. Despite all the confusion about such concepts, one thing is clear: there is no one single way of looking at them or defining them. In other words, thereis no one single perspective or definition of biodiversity or sustainability that accurately describes them in all situations or contexts. Although this “ill-definedness” renders such concepts useless or reduces them to a rhetorical instrument from a modernist point of view, it makes them attractive from a postmodernist perspective. When acknowledging the need for respect for pluralism (respect for different ways of looking, valuing, understanding, etc.), the ever presence of elements of ambivalence and uncertainty in environmental decision-making and the need for learning situated in a rich context, environmental educators in a postmodern world will find merit in the ill-defined nature of these emerging concepts. Using biodiversity as an example the authors illustrate the educational appeal of ill-definedness. Biodiversity brings together different groups in society in search for a common language to discuss nature conservation issues in relation to sustainability issues. The mere fact that these groups, with diverging backgrounds, focus on a common concept—eventhough what the concept means to each group varies—allows for a socio-scientific dispute to emerge. This socio-scientific dispute provides an excellent opportunity for learning about a highly relevant, controversial, emotionally charged and debatable topic at the crossroads of science, technology and society. Special attention is given to the role of scientific knowledge in such disputes.  \nCanadian Journal of Environmental Education, 4, Summer 1999 155  \nRésumé  \nL'éducation relative à l’environnement dans un monde postmoderne devra être sensible à la nature mal définie des principaux concepts naissants, tels que la biodiversité et la durabilité . Malgré toute la confusion qui entoure ces concepts, une chose est claire : il y a plus d'une façon de considérer ces concepts oude les définir. En d'autres termes, il n'existe pas une seule perspective ou définition de la biodiversité ou de la durabilité qui les décrive avec exactitude dans toutes les situations ou tous les contextes. Bien que cette définition approximative rende de tels concepts inutiles ou les réduise à un instrument rhétorique d'un point de vue moderne, elle les rend intéressants dans une perspective postmoderne.  \nEn reconnaissant la nécessité de respecter le pluralisme (respect des différentes façons de voir, d'évaluer, de comprendre, etc.), la présence constante d'éléments d’ambivalence et  \nd'incertitude dans la prise de décision environnementale et lanécessité d'apprendre dans ce riche contexte, les éducateurs enenvironnement dans un monde postmoderne trouveront une valeur dans la nature mal définie de ces concepts naissants. Ense servant de la biodiversité comme exemple, les auteurs illustrent l’attrait pédagogique de la définition approximative. La biodiversité réunit différents groupes de la société à la recherche d’un langage commun pour discuter de la conservation de la nature en relation avec les enjeux postmodernes de la durabilité . Le seul fait que ces groupes avec des antécédents divergents se concentrent sur un concept commun, bien que la signification du concept varie pour chacundes groupes, ouvre la porte au débat socioscientifique. Ce débat fournit une excellente occasion d’apprentissage sur un thème hautement pertinent, litigieux, émotif et discutable au carrefour des sciences, de la technologie et de la société . Une a","cbCaigVthUaeDjyf","https://ap.wps.com/l/cbCaigVthUaeDjyf","pdf",188989,22,"English","# Abstract\n## Postmodern ill-defined concepts\n## Learning through biodiversity disputes\n## Role of scientific knowledge","[{\"question\":\"Why does the paper argue that biodiversity and sustainability are “ill-defined” in environmental education?\",\"answer\":\"It explains that there is no single perspective or definition that accurately describes these concepts across all situations and contexts, leading to persistent ambiguity and uncertainty.\"},{\"question\":\"How does using biodiversity help create educational value in a postmodern framework?\",\"answer\":\"Biodiversity brings different societal groups together to discuss nature conservation and sustainability, allowing disagreements to surface and supporting socio-scientific dispute as a learning opportunity.\"},{\"question\":\"What role does scientific knowledge play according to the authors?\",\"answer\":\"Special attention is given to how scientific knowledge contributes within socio-scientific disputes, which occur at the intersection of science, technology, and society.\"}]","Biodiversity as a Postmodern Theme for Environmental Education | PDF",1792084592,55]