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Findings show that workshops produced cognitive tensions and shifts among participants, reflecting critical interrogation of the positivist education paradigm. ",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/encountering-paradigmatic-tensions-and-shifts-in-environmental-education/597435/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/encountering-paradigmatic-tensions-and-shifts-in-environmental-education/597435.png","ImageObject",300,407,{"name":42,"@type":43},"Blue Pony","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",8,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What project in Lesotho is studied, and when did it begin?","Question",{"text":63,"@type":64},"The study focuses on the Lesotho Environmental Education Support Project, which began operations in August 2001.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How was monitoring and research organized during the project?",{"text":68,"@type":64},"A Monitoring and Research Team was established to conduct formative evaluation guided by principles of action research.",{"name":70,"@type":61,"acceptedAnswer":71},"What role did the stakeholder workshops play in the findings?",{"text":72,"@type":64},"The workshops initiated cognitive tensions and shifts among participants, indicating interrogation of the positivist paradigm underpinning Lesotho’s education system.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},597435,1792191410,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,106,111,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":97,"doc_module":4,"doc_module_name":25,"category_name":98,"show_sort_weight":99,"slug":100},5,"Comic",60,"comic",{"id":102,"doc_module":4,"doc_module_name":25,"category_name":103,"show_sort_weight":104,"slug":105},6,"Technology",50,"technology",{"id":107,"doc_module":4,"doc_module_name":25,"category_name":108,"show_sort_weight":109,"slug":110},7,"Healthcare",40,"healthcare",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":97,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":55,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":109,"preview_page_count":4},962090760266,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","Encountering Paradigmatic Tensions and Shiftsin Environmental Education  \nTepo Mokuku, National University of Lesotho,‘Mantoetse E. Jobo, Lesotho College of Education, Mohaeka Raselimo, National University of Lesotho, Teliso Mathafeng, National Curriculum Development Centre, & Karl Stark, Lesotho Environmental Education Support Project, Lesotho  \nAbstract  \nIn response to environmental degradation, the Lesotho government, in collaboration with the Danish government, introduced an Environmental Education Support Project in schools in 2001. In order to optimise the achievement of the project goals the, Monitoring and Research Team was established to formatively evaluate the project as it unfolded. The principles of action research were to guide the monitoring process. The paper discusses the findings of the early phase of the monitoring process with reference to the project’s epistemological commitment to initiate paradigmatic shift, in the context of conceptualizing environmental education and the associated learning theories and teaching approaches through workshops with relevant stakeholders in the school curricula development. It is illustrated that the workshops initiated cognitive tensions and shifts amongst the participants, and that their occurrence was indicative of the interrogation of the positivist paradigm underpinning the education system in Lesotho.  \nRésumé  \nEn réponse à la dégradation environnementale, legouvernement du Lesotho, en collaboration avec le gouvernement danois, a introduit un projet d’appui à l’éducation environnementale dans les écoles, en 2001. En vue d’optimiser les accomplissements des buts du projet, on a monté une équipe de recherche et d’observation pour faire une évaluation formative du projet au fur et à mesure qu’il se déroulait. Les principes de recherche active devaient guider le processus de contrôle. Le texte discute des observations de la phase initiale du processus de surveillance en référence à l’engagement épistémologique du projet qui est d’initier un changement paradigmatique et ce, dans le contexte de la conceptualisation de l’éducation environnementale, des théories d’apprentissage et des approches pédagogiques qui y sontassociées, par des ateliers donnés par des partenaires compétents dans ledéveloppement des programmes d’études des écoles. Ony montre que les ateliers ont initié des tensions et des changements cognitifs entre les participants et que leur occurrence reflétait les interrogations du paradigme positiviste soutenant le système d’éducation du Lesotho.  \nCanadian Journal of Environmental Education, 10, Spring 2005 157  \nThe Lesotho Environmental Education Support Project  \nThe Lesotho Environmental Education Support Project started its operations in August 2001. The stakeholders of the project were all key institutions involved in school curriculum development process in Lesotho. They included the National Curriculum Development Centre, Teacher Education Institutions (the National University of Lesotho and the Lesotho College of Education), the Examinations Council of Lesotho, the Education Inspectorate, and Primary and Secondary schools. The project had a lifespan of three years and was expected to assist the National Curriculum Development Centre in its endeavours to integrate environmental education into the curriculum. The National Curriculum Development Centre is a central body for developing the national curriculum for schools. Given the available human and financial resources, it is expected to engage in the practical implementation of the integrated environmental education curriculum through “model schools.” The model schools are in return expected to disseminate their experience to neighbouring schools. The project later worked with 20 model schools, each of which is expected to work with 2 to 5 neighbouring schools. The latter are, in turn, expected to work with other neighbouring schools and so on through a cascading model, until all schools in the countr","cbCaichM1CLKpdvl","https://ap.wps.com/l/cbCaichM1CLKpdvl","pdf",89793,16,"English","# Abstract\n# The Lesotho Environmental Education Support Project\n# Some Features of the Educational Paradigm in Lesotho","[{\"question\":\"What project in Lesotho is studied, and when did it begin?\",\"answer\":\"The study focuses on the Lesotho Environmental Education Support Project, which began operations in August 2001.\"},{\"question\":\"How was monitoring and research organized during the project?\",\"answer\":\"A Monitoring and Research Team was established to conduct formative evaluation guided by principles of action research.\"},{\"question\":\"What role did the stakeholder workshops play in the findings?\",\"answer\":\"The workshops initiated cognitive tensions and shifts among participants, indicating interrogation of the positivist paradigm underpinning Lesotho’s education system.\"}]","Encountering Paradigmatic Tensions and Shifts in Environmental Education | PDF",1792085004]