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Place-based education, sometimes called pedagogy of place, place-based learning, experiential education, community-based education, education for sustainability, environmental education or more rarely, service learning, is an educational philosophy. The term was coined in the early 1990s by Laurie Lane-Zucker of The Orion Society and Dr. John Elder of Middlebury College. Orion's early work in the area of place-based education was funded by the Geraldine R. Dodge Foundation. Although educators have used its principles for some time, the approach was developed initially by The Orion Society, a Massachusetts-based nonprofit organization, as well as Professor David Sobel, Project Director at Antioch University New England.

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  • Place-based education (en)
  • Pedagogika miejsca (pl)
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  • Place-based education, sometimes called pedagogy of place, place-based learning, experiential education, community-based education, education for sustainability, environmental education or more rarely, service learning, is an educational philosophy. The term was coined in the early 1990s by Laurie Lane-Zucker of The Orion Society and Dr. John Elder of Middlebury College. Orion's early work in the area of place-based education was funded by the Geraldine R. Dodge Foundation. Although educators have used its principles for some time, the approach was developed initially by The Orion Society, a Massachusetts-based nonprofit organization, as well as Professor David Sobel, Project Director at Antioch University New England. (en)
  • Pedagogika miejsca – perspektywa teoretyczna badań nad edukacją, opisująca dialektyczną relację "człowiek–przestrzeń/miejsce", jako znaczącą dla procesów uczenia się i rozwoju; także tworzenia się biografii/tożsamości ludzkich, relacji społecznych/kapitału społecznego, wspólnot/ruchów społecznych. (pl)
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  • Place-based education, sometimes called pedagogy of place, place-based learning, experiential education, community-based education, education for sustainability, environmental education or more rarely, service learning, is an educational philosophy. The term was coined in the early 1990s by Laurie Lane-Zucker of The Orion Society and Dr. John Elder of Middlebury College. Orion's early work in the area of place-based education was funded by the Geraldine R. Dodge Foundation. Although educators have used its principles for some time, the approach was developed initially by The Orion Society, a Massachusetts-based nonprofit organization, as well as Professor David Sobel, Project Director at Antioch University New England. Place-based education seeks to help communities through employing students and school staff in solving community problems. Place-based education differs from conventional text and classroom-based education in that it understands students' local community as one of the primary resources for learning. Thus, place-based education promotes learning that is rooted in what is local—the unique history, environment, culture, economy, literature, and art of a particular place—that is, in students' own "place" or immediate schoolyard, neighborhood, town or community. According to this pedagogy, grade school students often lose what place-based educators call their "sense of place" through focusing too quickly or exclusively on national or global issues. This is not to say that international and domestic issues are peripheral to place-based education, but that students should first have a grounding in the history, culture and ecology of their surrounding environment before moving on to broader subjects. Place-based education is often interdisciplinary. It aligns with several popular pedagogies, including thematic, hands-on, or project-based learning. Place-based curriculum begins with topics or issues from the local community. (en)
  • Pedagogika miejsca – perspektywa teoretyczna badań nad edukacją, opisująca dialektyczną relację "człowiek–przestrzeń/miejsce", jako znaczącą dla procesów uczenia się i rozwoju; także tworzenia się biografii/tożsamości ludzkich, relacji społecznych/kapitału społecznego, wspólnot/ruchów społecznych. Przejęcie perspektywy pedagogiki miejsca i proponowanego przez nią spektrum pojęciowego, pozwala na ponowną analizę i reinterpretację "starych" problemów społeczno-politycznych, w tym edukacyjnych, co owocuje rozszerzeniem dyskursu publicznego o głosy artykułowane z różnych miejsc; dostrzeżeniem kolejnych poziomów zależności i wymiarów analizowanych zjawisk. Pedagogika miejsca pozwala na problematyzację kategorii takich jak przestrzeń i miejsce, w różnorakich kontekstach społecznych / edukacyjnych.Nowatorska perspektywa teoretyczna pedagogiki miejsca ugruntowuje swoje miejsce w obszarze polskich nauk o edukacji, dzięki Marii Mendel - badaczce, autorce i redaktorce znaczących publikacji w tym zakresie. (pl)
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