Rogoff
Transactional world view
References:
- Looking at culture in terms of participation in cultural processes
- examining people’s ways of life as ongoing process rather than considering humans as collections of traits or characteristics.
- also called a contextual worldview
- contrasts to interactional world view (psychological qualities of person and social or physical environment treated as separate underlying entities, with interaction between parts.)
Collective environmental literacy
References:
- shared property
- dynamic group process that comes from participating together in environmentally oriented activity
- "community of individuals participating in collective activity centered around environmental goals and practices"
- "characteristic of situations in which people are interacting with the world"
Environmental concerns
References
- oriented around the self (egoistic concern), other people (altruistic concern), biosphere (biospheric concern)
Ritualised
References:
- ritualisation as "hard-wired into the structure of the brain and nervous system, a function of primate biological hardware rather than of merely human, cultural software."
- social behaviour as "necessarily ritualized"
- Schafer's "ritualized enactments in which world mythology provides much of the content and in which landscape is a primary actor."
- construction of environmentally oriented rites
Participation paradigm
Reference:
- shifts our conceptualization of culture to focus on processes, as people engage in cultural activities, rather than on static characteristics (such as ethnicity)
- "dynamic continuities and changes" as individuals choose to engage in practices generations established --> in the process of this engagement they maintain, modify, or reject those cultural practices
- integrated process e,g children learning and the actions of adults are related, not bounded off from the the broader world
Sociocultural learning
References:
- helping us to understand how people learn environmental behaviours collectively
- "collection of theories and approaches with historical roots tracing back to studies of cognition and learning during the mid-to-late twentieth century"
- complex, multi-level learning and the "importance of the social, cultural, and historical context on behavior, cognition, and deep learning"
Traditional/indigenous ecological knowledge
References:
- interconnected perspective where human and non-human are psychologically close
- contrasts to "human over nature" persepctive
Ecological possibilities of ritual
References:
- indigenous world views
- rites as a primary means of being attuned to the environment
- cultivating connection with natural world
- equality between human and non-human world, and openness to teachings of non-human world
LOPI
References:
- Learning by Observing and Pitching In
- inclusion of children in the wide range of activities of the family and community
- contrasts with assembly line instruction
- particularly common in Mexican, Central American communities (especially those with Indigenous histories), immigrants to the US from those regions and in Native North American communities
Distributed cognition
References:
- consideration of the whole system in contrast to more traditional approach of only looking at the individual
- incorporates the social and environmental dimension of learning
- Hutchinsons' airliner activity system example
Psychological distance dimensions
References:
- likelihood distance (environmental problems tend to be perceived as uncertain)
- geographical distance (occurring far away)
- temporal distance (far in the future)
- social distance (happening to people different from oneself )
Biogenetic structuralists
References:
- (1) that ritualization is hard-wired—not only cultural but also a necessary function of the biological system—and
- (2) that ritual activity is evolutionarily functional rather than dysfunctional.