Document Type : Research Paper

Authors

1 Ph.D. Student of Philosophy of Education, Shiraz University, Shiraz, Iran

2 Associate Prof in Philosophy of Education, Shiraz University, Shiraz, Iran

Abstract

The intensification of climate and environmental crises we confront today are undeniably a direct result of humanity's instrumentalization of nature and our often-destructive practices. This anthropocentric perspective has led to the valuation of the natural world based solely on its utility to human existence. However, as climate challenges intensify, it is imperative to embrace alternative approaches, such as bio-centrism and eco-centrism, which assert that humans are not the center of existence and all entities —both organic and inorganic—possess intrinsic value. Attention to the critical climate situation has made the importance of providing eco-centric education to children more serious for a deeper understanding of the relationship between humans and the biosphere/ecosphere. Transitioning from anthropocentric values to eco-centric values demands a change in the type of learning and content to which children are exposed. Children's literature, particularly through picture books, plays a crucial role in instilling moral values, including a strong emphasis on environmental values. Due to the hybrid nature of picture books, this type of children's literature addresses and engages both children and adults at the same time, facilitating meaningful dialogue around the themes they explore. this is a valuable opportunity for learning. Given this context, our research explores the representation of the relationship between family, children, and the nature/ecosystem in three Iranian story-picture books. This investigation is conducted through the lens of eco-centric values, aiming to analyze the capacity of these works to foster learning opportunities related to ecological consciousness.
 

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