[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-596612-105":59,"doc-detail-596612-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","place-based-care-ethics-a-field-philosophy-pedagogy","Place-Based Care Ethics - A Field Philosophy Pedagogy","","This paper argues for a thoughtful, intentional pedagogy for experiential environmental learning through field philosophy. It develops a place-based care ethics framework by connecting ecofeminist ideas with environmental ethics, environmental education, and place-based learning, addressing tensions across spiritual, essentialist, materialist, and critical ecofeminisms. The ethic of care is positioned as a conceptual bridge for empathetic human–nonhuman relationships and for curriculum design. An example field philosophy course illustrates the approach’s transformative potential in environmental humanities learning.",{"@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/place-based-care-ethics-a-field-philosophy-pedagogy/596612/",{"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/place-based-care-ethics-a-field-philosophy-pedagogy/596612.png","ImageObject",300,407,{"name":92,"@type":93},"Muffet","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-01","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the core argument of the paper about field philosophy pedagogy?","Question",{"text":112,"@type":113},"The paper argues that experiential environmental learning requires a thoughtful and intentional pedagogy grounded in an appropriate environmental ethic that supports empathetic relationships with both human and nonhuman worlds.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does ecofeminism contribute to the proposed place-based care ethics framework?",{"text":117,"@type":113},"Ecofeminism provides a viable pedagogical framework, and its tensions across different interpretations are used to clarify how critical ecofeminism—especially its ethic of care—can best meet field philosophy’s philosophical and curricular goals.",{"name":119,"@type":110,"acceptedAnswer":120},"What is the role of the ethic of care in the education approach described?",{"text":121,"@type":113},"The ethic of care, rooted in feminist social psychology and later developed as a philosophical ethic, centers context and relationships as the basis of morality. In this paper, it supports connections central to field philosophy and environmental humanities learning.","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},596612,1792189258,{"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":29,"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},962090768927,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","Place-Based Care Ethics: A Field Philosophy Pedagogy  \nLissy Goralnik, Oregon State University; Tracy Dobson, Michigan State University; Michael Paul Nelson, Oregan State University, United States  \nAbstract  \nIn this paper we argue for the need for a thoughtful and intentional pedagogy in experiential environmental learning that educates for empathetic relationships with humans, nonhuman others, and natural systems, or field philosophy. After discussing the tensions in various ecofeminist perspectives, we highlight relevant ecofeminist ideas and thread them with the intentions and goals of field philosophy. Drawing on ecofeminism, environmental ethics, environmental education, and place-based learning, we develop a place-based care ethics pedagogical framework. We then provide an example of afield philosophy course designed around an environmental pedagogy of care to demonstrate the transformative potential of this approach to experiential environmental humanities learning.  \nRésumé  \nCet article considère qu’il est nécessaire d’avoir une pédagogie réfléchie et intentionnelle dans le contexte d’un apprentissage à l’environnement qui éduque pour favoriser les relations d’empathie avec l’humain, le non-humain, et les systèmes naturels. En s’inspirant de l’écoféminisme, de la philosophie de terrain en éthique environnementale, de l’éducation à l’environnement, et de l’enseignement basé sur le lieu, un cadre pédagogique est mis en place. Les tensions entre diverses perspectives écoféministes sont discutées et reliées avec les buts et les intentions de la philosophie de terrain. Un exemple tiré d’un cours de philosophie de terrain enpédagogie de l’environnement estfourni afin de souligner le potentiel transformateur lorsqu’on s’ouvre à la diversité dans ce domaine.  \nKeywords: ecofeminism, experiential learning, ethic of care, field philosophy, curriculum  \nIntroduction  \nExperiential environmental philosophy, or field philosophy, is fieldwork in the environmental humanities. It responds to moves in environmental philosophy that suggest physical experience in the natural world enhances environmental learning by enabling connections to, and the development of, empathetic relationships with the natural world (Brady, Holland, & Rawles, 2004; Moore, 2004; Preston, 1999; UNT, 2014) . Arguably, the type of community, personal, and ethical relationships discussed in the literature requires more than just contact with nonhuman nature. Curriculum and course planning need also  \n180 Canadian Journal of Environmental Education, 19, 2014  \nemerge from and be driven by an appropriate environmental ethic, one that bridges relationships, focuses on connections, and applies simultaneously to the human and nonhuman world. Field philosophy—and similar relationshipfocused, experiential environmental learning—needs a thoughtful and intentional pedagogy.  \nEcofeminism, the theoretical philosophy and activism that seeks to understand and address cultural dualisms many scholars believe lie at the root of a problematic relationship with the natural world, offers a viable pedagogical framework for this kind of learning. But the multiple and splintered interpretations of ecofeminism—spiritual, essentialist, materialist, and critical—create tensions that complicate the development of a cohesive teaching and learning philosophy. One element of ecofeminism, though, the ethic of care, especially as it is rooted in critical ecofeminism, offers great promise as a conceptual pedagogy for field philosophy.  \nThe ethic of care originated in feminist social psychology (Gilligan, 1982) to describe feminine moral development rooted in networks of caring relationships, compared to the more linear, principle-driven male process. It has since evolved into a theoretical philosophical ethic, integrally tied to ecofeminism, in which context and relationships lie at the core of morality. With an intellectual lineage tied to the philosophy and practice of education (Noddings,","cbCaifmzjV2c6Tg5","https://ap.wps.com/l/cbCaifmzjV2c6Tg5","pdf",100845,17,"English","# Introduction\n## Experiential environmental philosophy (field philosophy)\n## Ecofeminism and the ethic of care\n# Place-based care ethics framework\n## Pedagogical purposes and tensions\n## Field philosophy course example","[{\"question\":\"What is the core argument of the paper about field philosophy pedagogy?\",\"answer\":\"The paper argues that experiential environmental learning requires a thoughtful and intentional pedagogy grounded in an appropriate environmental ethic that supports empathetic relationships with both human and nonhuman worlds.\"},{\"question\":\"How does ecofeminism contribute to the proposed place-based care ethics framework?\",\"answer\":\"Ecofeminism provides a viable pedagogical framework, and its tensions across different interpretations are used to clarify how critical ecofeminism—especially its ethic of care—can best meet field philosophy’s philosophical and curricular goals.\"},{\"question\":\"What is the role of the ethic of care in the education approach described?\",\"answer\":\"The ethic of care, rooted in feminist social psychology and later developed as a philosophical ethic, centers context and relationships as the basis of morality. In this paper, it supports connections central to field philosophy and environmental humanities learning.\"}]","Place-Based Care Ethics - A Field Philosophy Pedagogy | PDF",1792083400,43]