Suchergebnisse

Stephen Sterling is a pioneer in sustainability education. This collection of his essential writings is freshly curated by the author and offers a new overview and chapter by chapter introductions that link together his thinking to inform the growing and urgent debate on the role and nature of education.

This book provides a critique of over two decades of sustained effort to infuse educational systems with education for sustainable development. Taking to heart the idea that deconstruction is a prelude to reconstruction, this critique leads to discussions about how education can be remade, and respond to the educational imperatives of our time, particularly as they relate to ecological crises and human-nature relationships. It will be of great interest to students and researchers of sociology, education, philosophy and environmental issues

'…raises necessary radical answers to questions emerging from the Community of Life: How can we correct the suicidal path of the neoliberal cultural ethos?' -Alfonso Fernández-Herrería and Francisco Miguel Martínez-Rodríguez, University of Granada, Spain. '… pushes us to consider the future of education.' - Judy Braus, North American Association for Environmental Education, USA '…an essential book for those seeking to transgress and disrupt the structures and forces pushing us all towards extinction.' - Arjen Wals, Wageningen University, the Netherlands, and Gothenburg University, Sweden '… reaffirms what can be gained when we reconnect our educational practices to our deepest purposes and principles.' - David Greenwood, Lakehead University, Canada '…encourages us to develop education models that awaken a more sensitive and caring human spirit, and guide us to look back at the essence of life.' - Mirian Vilela, University for Peace, Costa Rica This book provides a critique of over two decades of sustained effort to infuse educational systems with education for sustainable development. Taking to heart the idea that deconstruction is a prelude to reconstruction, this critique leads to discussions about how education can be remade, and respond to the educational imperatives of our time, particularly as they relate to ecological crises and human-nature relationships. It will be of great interest to students and researchers of sociology, education, philosophy and environmental issues. Bob Jickling is Professor Emeritus at Lakehead University, Canada. Stephen Sterling is Professor of Sustainability Education at Plymouth University, UK.

At a time when polls suggest that a majority of young British people believe that the future will offer a worse quality of life than the present, it is becoming imperative that children are introduced to principles of sustainability through the educational system from an early age, and that these principles are regularly reinforced and built upon. The government's own Panel on Sustainable Development has called for a 'comprehensive strategy for environmental and training', and NGOs frequently point to education as a key policy instrument in the transition to sustainable development. This is th

Purpose– This paper aims to present an overview of the design and implementation of a curriculum review undertaken at Plymouth University, UK, to gauge the incidence and status of sustainability in degree programmes across the curriculum. The paper outlines the methodological approach taken, reviews findings and summarises the effects and limitations of the exercise.Design/methodology/approach– Rather than creating a criteria-based auditing tool, which might have been interpreted by academics as top-down evaluation of practice, emphasis was placed on self-evaluation of how the degree programmes were implementing sustainability in a number of broad areas, such as curriculum content, pedagogical approaches and student engagement. A review tool was created and distributed to all undergraduate and postgraduate degree programmes in the four campus-based faculties in the university. In particular, the review was designed to contribute the institutional annual submissions to the Learning in Future Environments index.Findings– The paper discusses findings in some key areas relating to curriculum content, pedagogical approaches, partnerships and student engagement. Some of the obstacles and limitations identified by programme leaders in implementing education for sustainable development are discussed and areas of future consideration are included.Originality/value– The review contributes to the limited national and international examples available of institution-wide curriculum reviews in the arena of education for sustainable development. The discussion of the problems, benefits and implications will be of value to other higher education institutions considering undertaking their own curriculum review.

"This is the first book published in the UK to provide an overview of the theory and practice of education for sustainability, making a case for a critical and purposive approach to education which is appropriate to the challenges of our times. It brings together contributions from environmental educators working in the formal and informal sectors and in continuing education, and provides perspectives on relevant philosophy, politics and pedagogy of education for sustainability, as well as case studies and pointers towards good practice."

"The direction of higher education is at a cross roads against a background of mounting sustainability related issues and uncertainties. This book seeks to inspire positive change in higher education by exploring the rich notion of the sustainable university and illustrating pathways through which its potential can be realised. Based on the experience of leading higher education institutes in the UK, the book outlines progress in the realisation of the concept of the sustainable university appropriate to the socio-economic and ecological conditions facing society and graduates. Written by leading exponents of sustainability and sustainability education, this book brings together examples, insight, reflection and strategies from the experience of ten universities, widely recognised as leaders in developing sustainability in Higher Education. The book thus draws on a wealth of experience to provide reflective critical analysis of barriers, achievements, strategies and potential. It critically reviews the theory and practice involved in developing the sustainable university in a systemic and whole institutional manner, including the role of organisational learning. Whilst remaining mindful of the challenges of the current climate, The Sustainable University maps out new directions and lines of research as well as offering practical advice for researchers, students and professionals in the fields of management, leadership, organisational change, strategy, and curriculum development who wish to take this work further"--

How do we equip learners with the values, knowledge, skills, and motivation to help achieve economic, social and ecological well-being? How can universities make a major contribution towards a more sustainable future? Amid rising expectations on HE from professional associations, funders, policy makers, and undergraduates, and increasing interest amongst academics and senior management, a growing number of higher education institutions are taking the lead in embracing sustainability. This response does not only include greening the campus but also transforming curricula and teaching and learni

Purpose
– This paper aims to investigate students' energy literacy at a UK university, and recommends ways in which it can be enhanced using a behaviour change model. Developing students' energy literacy is a key part of the "greening" agenda, yet little is known about how students develop their ideas about energy use and energy saving at a university.


Design/methodology/approach
– The research utilised a mixed-methods approach including an online survey (with 1,136 responses) and focus groups.


Findings
– The research identified strengths and weaknesses in students' energy literacy, and noted the relative influence of formal and informal curricula. The potential for aligning these curricula is highlighted through the 4Es model of enable, engage, exemplify and encourage.


Research limitations/implications
– The research involved a single instrumental case-study site. The wider applicability of the findings should therefore be tested further in other institutions.


Practical implications
– The research suggests ways in which universities might better support their students in making more sustainable energy-related behaviour choices, and it indicates the importance of knowledge as well as attitudes.


Social implications
– The research may have implications for the energy-saving behaviours of individuals in the wider society.


Originality/value
– Attempts to reduce energy use in higher education are widely seen in campus operations. This research provides an indication of the potential for enhancing energy-saving through different forms of curricula.