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Article summary:
1. This article discusses the gap between knowledge and behavior in disaster risk reduction (DRR) education, which is often focused on increasing knowledge but not necessarily leading to proactive attitudes.
2. The article suggests three approaches to DRR education as a “proactive attitude paradigm” to replace the transmission paradigm: an “instructor/learner fusion approach”, a “participation in a community of practice approach”, and a “long-term commitment evaluation approach”.
3. A case study was conducted in Nepal to examine the effectiveness of the proactive attitude paradigm in fostering proactive attitudes towards DRR education among teachers.
Article analysis:
This article provides an insightful analysis of the gap between knowledge and behavior in disaster risk reduction (DRR) education, suggesting three new approaches as a “proactive attitude paradigm” to replace the transmission paradigm. The authors provide evidence from literature reviews and empirical studies that support their claims, such as research on the effects of DRR educational training conducted by DRR education experts with teachers and tsunami evacuation drills conducted by teachers with children. They also cite educational relationship theory and Science and Technology Studies (STS) to better conceptualize the inhibitory factors of current DRR education paradigms.
The authors also present a case study that incorporates their suggested proactive attitude paradigm into an actual DRR educational setting in Nepal, examining its effectiveness in fostering a proactive attitude among Nepali teachers towards continuous implementation of DRR education at their own schools. This provides further evidence for their claims regarding the efficacy of their proposed approach.
The article does not appear to have any major biases or one-sided reporting; it presents both sides equally by discussing current trends in DRR education as well as providing evidence for its proposed solutions. It also does not contain any promotional content or partiality; rather, it is objective and balanced in its presentation of both sides of the argument. Furthermore, possible risks are noted throughout the article; for example, it acknowledges that unidirectional teaching from instructor to learner can interfere with fostering proactive attitudes on the part of learners due to an active instructor/passive learner relationship being formed between them.
In conclusion, this article appears to be trustworthy and reliable due to its balanced presentation of both sides of the argument as well as its use of evidence from literature reviews and empirical studies to support its claims.