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[{"key": "dc.contributor.advisor", "value": "Hakala, Juha", "language": "", "element": "contributor", "qualifier": "advisor", "schema": "dc"}, {"key": "dc.contributor.author", "value": "Honkala, Johannes", "language": "", "element": "contributor", "qualifier": "author", "schema": "dc"}, {"key": "dc.date.accessioned", "value": "2020-06-18T06:04:40Z", "language": null, "element": "date", "qualifier": "accessioned", "schema": "dc"}, {"key": "dc.date.available", "value": "2020-06-18T06:04:40Z", "language": null, "element": "date", "qualifier": "available", "schema": "dc"}, {"key": "dc.date.issued", "value": "2020", "language": "", "element": "date", "qualifier": "issued", "schema": "dc"}, {"key": "dc.identifier.uri", "value": "https://jyx.jyu.fi/handle/123456789/70050", "language": null, "element": "identifier", "qualifier": "uri", "schema": "dc"}, {"key": "dc.description.abstract", "value": "Tutkimuksen tarkoituksena oli selvitt\u00e4\u00e4 kest\u00e4v\u00e4n kehityksen ja ekokriisin kontekstista, millaisia tekij\u00f6it\u00e4 Perusopetuksen opetussuunnitelman perusteista 2014 l\u00f6ytyy. Aiheen tarkastelua halusin tehd\u00e4 henkil\u00f6kohtaisesta motiivistani ymp\u00e4rist\u00f6asioihin ja huomioista siit\u00e4, ett\u00e4 ymp\u00e4rist\u00f6n tila heikkenee h\u00e4lytt\u00e4v\u00e4sti. Huomio siit\u00e4, ett\u00e4 seuraavat sukupolvet, joiden symboliseksi edustajaksi olen ottanut my\u00f6s ymp\u00e4rist\u00f6aktivisti Greta Thunbergin, tulevat nykytiedon valossa k\u00e4rsim\u00e4\u00e4n ymp\u00e4rist\u00f6ongelmista ja niiden aiheuttamasta ekokriisist\u00e4, huomattavasti meit\u00e4 edellisi\u00e4 polvia enemm\u00e4n. T\u00e4st\u00e4 l\u00e4ht\u00f6kohdasta halusin selvitt\u00e4\u00e4, miten opetussuunnitelma (2014), joka on opetusta ohjaava ylin asiakirja, tunnistaa ekokriisin ja ohjaa kest\u00e4v\u00e4\u00e4n kehitykseen.\nTutkimuksen teoria ammentaa luonnontieteellisest\u00e4 paradigmasta ja havainnoi ihmisen toiminnan monitahoisuutta sek\u00e4 peilaa sit\u00e4 klassisiin inhimillisiin vietteihin. N\u00e4m\u00e4 aiheuttavat ep\u00e4symmetrisi\u00e4 ja vaikeasti k\u00e4sitelt\u00e4vi\u00e4 viheli\u00e4isi\u00e4 ongelmia, joita my\u00f6s hyperobjekteiksi kutsutaan. Ne kuvaavat maailmaa, johon koululaitoksen perusopetus kasvavaa lasta opetussuunnitelman avulla valmistaa.\nOpetussuunnitelman (2014) filosofinen ja teoreettinen tarkastelu oli metodina luontevin, koska se sallii pohdinnalle laajaa roolia vaikeaan ja monisyiseen aiheeseen.\nOpetussuunnitelmasta v\u00e4littyy monien tahojen motiiveja, jotka ovat ristiriidassa kesken\u00e4\u00e4n, kuten kest\u00e4v\u00e4n el\u00e4m\u00e4ntavan v\u00e4ltt\u00e4m\u00e4tt\u00f6myys ja talouskasvuun t\u00e4ht\u00e4\u00e4v\u00e4 elinik\u00e4inen oppiminen.\nEkokriisi tunnistetaan opetussuunnitelmassa, mutta maininnat asian vaatimalla vakavuudella j\u00e4\u00e4v\u00e4t enemm\u00e4n lukijan tulkittaviksi kuin selv\u00e4ksi puheeksi. Ne ik\u00e4\u00e4n kuin istuvat rivien v\u00e4liss\u00e4, mutta eiv\u00e4t tarjoa juuri konkreettisia keinoja niiden toteuttamiseen. Opetussuunnitelma (2014) my\u00f6s lanseeraa uuden k\u00e4sitteen: ekososiaalinen sivistys, joka on raskassis\u00e4lt\u00f6inen, mutta jonka tarpeellisuus j\u00e4\u00e4 hieman ep\u00e4selv\u00e4ksi. Opetussuunnitelman (2014) runsaat ymp\u00e4rist\u00f6-, luonto-, ja kest\u00e4v\u00e4 kehitysteemat uhkaavat j\u00e4\u00e4d\u00e4 puheiksi k\u00e4sitetasolla, mutta viesti siit\u00e4, ett\u00e4 jotakin pit\u00e4isi tehd\u00e4 tulee kuitenkin ilmi selv\u00e4sti. Tutkimuksessa pohdin my\u00f6s kasvavaa j\u00e4nnitett\u00e4 sukupolvien v\u00e4lill\u00e4, joka on opetusn\u00e4k\u00f6kulmasta hyvin huomionarvoinen asia.", "language": "fi", "element": "description", "qualifier": "abstract", "schema": "dc"}, {"key": "dc.description.provenance", "value": "Submitted by Miia Hakanen (mihakane@jyu.fi) on 2020-06-18T06:04:40Z\nNo. of bitstreams: 0", "language": "en", "element": "description", "qualifier": "provenance", "schema": "dc"}, {"key": "dc.description.provenance", "value": "Made available in DSpace on 2020-06-18T06:04:40Z (GMT). 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