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The paper argues for courage and creativity in moving beyond curriculum control, using nature as an active teacher to enable learning that can quickly adapt to a rapidly changing planet. It links climate urgency, research on global risks, and failures of curriculum-driven approaches to the need for transformative, sustainable education experiences.",{"@graph":69,"@context":123},[70,84,106],{"@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/transformative-environmental-education-stepping-outside-the-curriculum-box/597352/",{"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/transformative-environmental-education-stepping-outside-the-curriculum-box/597352.png","ImageObject",300,407,{"name":92,"@type":93},"Blue Pony","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-05","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":105},"InteractionCounter",{"@type":104},"ViewAction",11,{"@type":107,"mainEntity":108},"FAQPage",[109,115,119],{"name":110,"@type":111,"acceptedAnswer":112},"为什么文章认为环境教育被困在“课程框”里？","Question",{"text":113,"@type":114},"文章指出环境教育逐渐转向课程对齐、课程关联等形式，使教育难以跟上行星气候崩塌等现实需求。","Answer",{"name":116,"@type":111,"acceptedAnswer":117},"作者提出的“走出课程框”包含哪些关键要素？",{"text":118,"@type":114},"文章强调需要勇气与创造力，并愿意让自然成为教师，从而创造能转化学生的学习体验。",{"name":120,"@type":111,"acceptedAnswer":121},"文章如何说明仅靠课程控制的教育难以及时应对气候危机？",{"text":122,"@type":114},"文章认为课程通常变化缓慢，导致在生物圈面临前所未有条件的情况下，难以让学生快速获得应对所需的知识与能力。","https://schema.org",{"og:url":83,"og:type":125,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":127,"canonical":83},"index,follow",{"doc_id":129,"site_id":62},597352,1792170955,{"code":4,"msg":5,"data":132},{"doc_id":129,"user_id":133,"nickname":92,"user_avatar":134,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":135,"file_id":136,"file_url":137,"file_type":138,"file_size":139,"view_count":105,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":44,"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},962090760266,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","Transformative Environmental Education: Stepping Outside the Curriculum Box  \nJulie Johnston, GreenHeart Education, Canada  \nAbstract  \nEnvironmental education has become trapped in the curriculum box. At a time when our students’generation is becoming trapped in a global warming box, their education needs to be rapidly adaptable to the changing state of their planet. Venturing outside the curriculum box takes courage, creativity, and a willingness to let nature serve as the teacher. This paper provides a rationale for stepping outside the box, and discusses my experiences as an environmental education coordinator working to create transformative learning experiences for students.  \nRésumé  \nL’éducation écologique est devenue enfermée dans une boîte de programmes scolaires. Alors que la génération étudiante devient enfermée dans la boîte du réchauffement climatique, son éducation nécessite de s’adapter rapidement aux changements de sa planète. S’aventurer hors de la boîte des programmes scolaires demande du courage, de la créativité et un empressement à laisser la nature être l’enseignant, l’enseignante. L’article fournit des raisons pour sortir de la boîte et examine l’expérience de l’auteure comme coordonnatrice de l’éducation écologique travaillant à créer pour les élèves des expériences d’apprentissage qui métamorphosent.  \nKeywords: transformative environmental education, sustainability education, curriculum box, state of the planet, global climate change, courage  \nPicture this: It’s the year 2050, and we find ourselves in a run-down courtroom. The teaching profession is standing trial for crimes against humanity and the rest of nature. The prosecutor comes close, looks us in the eyes and asks,“When it became evident, in the late 20th and early 21st centuries, that urgent education and action on global climate change were needed to avert a planetary emergency, what were you teachers thinking? Why didn’t you make the changes necessary to transform the education system before it was too late?” To which we meekly reply,“We didn’t have time. We had to cover the curriculum.”  \nOf course, this scenario (at least the courtroom scene) won’t come true, but our lame defense already has. Covering the curriculum is the leading reason given by Canadian teachers for not teaching our students what they need to know in order to face the 21st century realities of planetary climate collapse and an urgent need to switch to a renewable energy economy (Puk & Makin, 2006) .  \nCanadian Journal of Environmental Education, 14, 2009 149  \nRemember when environmental education was all about nature? Ecology? The environment? Saving the planet? Now it seems to be more about curriculum alignment. Curriculum links. Curriculum connections. Matching learning outcomes, blending curriculum expectations, melding with curriculum, and investigating curriculum topics. This shift could not have come at a worse time.  \nAround the world, research is showing that climate change, ecosystem degradation, and biodiversity loss are a threat to the very survival of humanity and most other species on Earth (United Nations Environment Programme [UNEP], 2007) . According to the most recent Global Environment Outlook (GEO-4),“The need couldn’t be more urgent and the time couldn’t be more opportune, with our enhanced understanding of the challenges we face, to act now to safeguard our own survival and that of future generations”(UNEP, 2007, p. 493) .  \nThe world urgently needs transformation—on an emergency basis. The present generation of students is being faced, among other crises, with the daunting task of reversing the current exponential increase in global greenhouse gas emissions by 2015 (Intergovernmental Panel on Climate Change [IPCC], 2007, p. 67) . In 2007, the IPCC chair, Rajendra Pachauri, said, “If there’s no action [on climate change] before 2012, that’s too late. What we do in the next two to three years will determine our future. This is the defining moment”","cbCaicC01UYPy0bU","https://ap.wps.com/l/cbCaicC01UYPy0bU","pdf",86156,"English","# Abstract\n# Rationale for stepping outside the curriculum box\n## Transformative learning through nature\n# Why climate urgency demands educational change\n## Research on climate, ecosystems, and biodiversity loss\n## Limits of curriculum-controlled education","[{\"question\":\"为什么文章认为环境教育被困在“课程框”里？\",\"answer\":\"文章指出环境教育逐渐转向课程对齐、课程关联等形式，使教育难以跟上行星气候崩塌等现实需求。\"},{\"question\":\"作者提出的“走出课程框”包含哪些关键要素？\",\"answer\":\"文章强调需要勇气与创造力，并愿意让自然成为教师，从而创造能转化学生的学习体验。\"},{\"question\":\"文章如何说明仅靠课程控制的教育难以及时应对气候危机？\",\"answer\":\"文章认为课程通常变化缓慢，导致在生物圈面临前所未有条件的情况下，难以让学生快速获得应对所需的知识与能力。\"}]","Transformative Environmental Education - Stepping Outside the Curriculum Box | PDF",1792084858,23]