Skip to main content
Login | Suomeksi | På svenska | In English

Browsing by Subject "ekologinen kestävyys"

Sort by: Order: Results:

  • Ekologisuus saaristolaiskäsityössä : käsityöläisten luomia merkityksiä etsimässä 
    Hakala, Pirjo (2003)
    The aim of the study was to find out, how the craftsmen of textile of the archipelago reach for ecological sustainability. In addition, what does the ecological orientation mean for the craftsman and how to understand ecological handicrafts. Both the product and the creator serve as a narrator. To answer these questions interviews were made with nine craftsmen who live in the Archipelago. The interviews were analysed with content analysis method. The research report proceeds in a dialogue between theory and the analysis. The relationship between the sustainable development and the handicrafts of archipelago was observed as the theoretical basis of the research. By investing in cultural, social, financial and industrial sustainability the fundamental aim of ecological sustainability is possible to attain. Values, skills and knowledge of a craftsman have an influence on the various sectors of the development. The operational environment of the craftsmen is the archipelago, its nature and the culture created by man. One objective was to work out, how the archipelago and its notion played a part in their way of working and telling about their products. Ecology in the handicrafts of the archipelago appeared in various ways. Cultural and social sustainability materialized better than economical and industrial sustainability. Education seemed to be the best way to get intermediate goals on the way to the sustainable development. Handicrafts was seen as a part of the culture of archipelago and the networks in a sparsely populated area is experienced as an important thing. The ecological acting is commonly connected to the material of handicraft and its methods of production. Values take shape, when the craftsman talked about his family and told his story about growing into the craftsmanship. Striving for ecological sustainability in handicrafts aroused also mixed feelings. Craftsmanship is lifeblood on the market, which is ruled by the global market economy. Does it mean that striving for ecological sustainability is an attempt to reach for truth?
  • Käsityö ja kestävä kehitys : kestävän kehityksen ilmeneminen vuosien 2004 ja 2014 perusopetuksen opetussuunnitelman perusteissa 
    Soini-Bell, Lilja (2017)
    The purpose of the study was to find out how sustainable development will be taken into account in the national criteria is shown. My presumption was that sustainable development is no longer on display in the new core curriculum as clearly as in the previous one. My research is qualitative. I looked at the core curricula in 2004 and 2014 by theory bounded content analysis. I studied my own subject crafts and values, mission and operational culture in the common part of national core curriculum. I took into examination also the thematic entities from 2004 and the wide-range knowledge from 2014 that integrate all the subjects. I looked into the process of drawing up the documents, their contents and their form in order to find out the way they were drawn and what kind of elements had affected the drawing process. After that I analyzed the values, mission, operational culture, learning environments working methods separately in relation to sustainable development. Then I took under observation the thematic entities and the wide-range knowledge. Finally, I examined crafts and the presence of the sustainable development in it. I found out that sustainable development occurs creditably in the new core curriculum in every aspect of it, in social, cultural, ecological and economical aspect with emphasis on the two first ones and more clearly than in the previous core curriculum. This may depend on the fact that the core curriculum is more precise in general guidance and much more extensive. On the contrary in craft the trend was quite the opposite. Sustainable development and consumer education appear in the core curriculum in 2004 through the whole subject. In the new core curriculum, sustainable development is lost in the excess of all goals. There is a fundamental difference in the core curricula. The document in 2004 is restricted in comparison to his successor. As result the instructions in the new core curriculum are more comprehensive, more detailed and more versatile throughout. And it is significantly more normative.

Yhteystiedot

HELSINGIN YLIOPISTO