A pedagogical frame for disaster studies is presented.
Time and space provide valuable unifying factors, while the subject matter can be differentiated according to the continua and dichotomies that it presents.
In disaster studies as in other branches of higher education, an ecocentric approach is preferable to a technocentric one, as many of the poorer nations of the world, which are most afflicted by natural catastrophe, will have to rely for mitigation on maintaining their ecological sustainability, instead of depending on sophisticated technology.
Valuable insights into the impact of environmental extremes on mankind are gained from the study of disasters as human ecology.
Mots-clés Pascal : Enseignement supérieur, Sinistre, Analyse risque, Homme, Connaissance, Programme enseignement
Mots-clés Pascal anglais : Graduate level education, Disaster, Risk analysis, Human, Knowledge, Educational program
Notice produite par :
Inist-CNRS - Institut de l'Information Scientifique et Technique
Cote : 91-0567753
Code Inist : 002B30C. Création : 199406.