Instructional and Educational Sciences

Περίληψη
Τα μικρά παιδιά έρχονται συχνά σε επαφή με παραμύθια περιβαλλοντικής θεματολογίας μέσα από την ανάγνωση τους από γονείς και δασκάλους. Στα πλαίσια της Εκπαίδευσης για την Αειφόρο Εκπαίδευση, η συμβολή της παιδικής λογοτεχνίας στην ανάπτυξη της έννοιας της αειφορίας και των αειφορικών αξιών είναι αδιαμφισβήτητη. Πώς προσδιορίζεται, όμως, το περιεχόμενο της αειφορίας και των αειφορικών αξιών στα παραμύθια Ελλήνων συγγραφέων, που παρήχθησαν την περίοδο 2008-2010 και με ποιο τρόπο προωθούνται οι αξίες αυτές; Αυτό το ερώτημα καλείται να απαντήσει η παρούσα εργασία μελετώντας τα παραπάνω παραμύθια με την βοήθεια της ανάλυσης περιεχομένου και χρησιμοποιώντας την ποιοτική της προσέγγιση. Το σύστημα κατηγοριοποίησης αποτελείται από δυο άξονες. Ο πρώτος διαχωρίζει την έννοια της αειφορίας σε εφτά διαστάσεις, που λαμβάνουν διαφορετικό νόημα ανάλογο της τεχνοκρατικής ή οικοκεντρικής περιβαλλοντικής ιδεολογίας. Ο δεύτερος άξονας αφορά στο ποιες αειφορικές αξίες προωθούνται, μέσα από ποια ζητήματα αυτές αναδεικνύονται και με ποια διδακτικά εργαλεία. Διαπιστώνεται τελικά, ότι η έννοια της αειφορίας λαμβάνει περισσότερο το νόημα που της δίνει η ήπια όψη της, η οποία προέρχεται από την ιδεολογία του τεχνοκρατισμού, χωρίς, όμως να λείπουν τα στοιχεία ισχυρής αειφορίας, που προέρχεται από τον οικοκεντρισμό. Από τις αειφορικές αξίες, αυτές που προβάλλονται περισσότερο από τα παραμύθια είναι οι περιβαλλοντικές, χωρίς ωστόσο να παραλείπονται εντελώς και οι κοινωνικές αειφορικές αξίες. Αυτές οι αξίες επιχειρείται να καλλιεργηθούν με την συμβολή συγκεκριμένων στρατηγικών, που είναι η διασαφήνιση και η ενστάλαξη αξιών, η μίμηση προτύπου, η στρατηγική  laissez-faire, η μέθοδος της συμβάλλουσας εκπαίδευσης, καθώς και η στρατηγική της τροποποιημένης συμπεριφοράς.


Abstract
Young children come often in contact with literature of environmental content through the readings of their parents or teachers. In the frame of Education for Sustainable Development the contribution of children’s literature in the growth of sustainability and sustainable values is unquestionable. How is the content of sustainability and sustainable values defined in the fiction literature for children produced by Greek writers between 2008- 2010? Moreover, how are the sustainable values being promoted? This essay is going to provide an answer to these questions, studying the children’s literature mentioned above, using content analysis and a qualitative approach. The system of categorization uses two main axes. The first one splits the concept of sustainability in seven dimensions that acquire a different meaning in proportion with the technocentric or ecocentric environmental ideology. The second axis is concerned with which sustainable values are promoted, through which issues are brought into surface and which teaching tools are used. What is finally obvious is that the concept of sustainability acquires most of the meaning that the ideology of technocentrism has to offer (weak sustainability), without being sort of the elements of strong sustainability that ecocentrism offers. The sustainable values that are most promoted through children’s literature are the environmental values, without the social sustainable values being totally left aside. The cultivation of these values is being done by using certain strategies such as values clarification, values inculcation, role modeling, the laissez-faire strategy, confluent education and behaviour modification.

Policymakers have pinpointed the importance of living in a more sustainable society. Education for Sustainable Development aims at developing future citizens competent to take actions in order to cope with Sustainable Development issues. The instructional design that teachers apply in class play a crucial role in students' learning. This study is a conceptual analysis based on a narrative review of the literature in the field of Environmental Education/Education for Sustainable Development. It makes use of the CLIA-model (Competence, Learning, Intervention, Assessment), developed by De Corte, Verscha↵el and Masui in 2004 to prescribe how a powerful learning environment in Education for Sustainable Development (ESD) could be developed. In particular, the study focusses on the Intervention component. Holistic, pluralistic as well as action-oriented teaching in Education for Sustainable Development are thought to be e↵ective in cultivating students' action competence. This paper presents first the Action-oriented ESD framework. This framework consists of five components: (a) action-taking, b) students' leadership in their learning and teaching, c) peer interaction, (d) community involvement and e) interdisciplinarity. We then integrate the Action-oriented ESD framework with Holism and Pluralism into the Holism-Pluralism-Action-orientation in the ESD framework. Integrating holistic, pluralistic as well as action-oriented teaching in ESD is highly important in theoretical discussion as well as in instructional design. The Holism-Pluralism-Action-orientation ESD framework addresses the lack of an integrated conceptual framework in the field of ESD. This framework is motivated by a growing consensus on the importance of these three approaches in ESD teaching. The Holism-Pluralism-Action-orientation in ESD Framework is based on more than three decades of e↵orts to define knowledge on Environmental Education/Education for Sustainable Development teaching and on the rich and growing body of research on e↵ective ESD teaching.

Policymakers have pinpointed the importance of living in a more sustainable society. Education for Sustainable Development aims at developing future citizens competent to take actions in order to cope with Sustainable Development issues. The instructional design that teachers apply in class play a crucial role in students’ learning. This study is a conceptual analysis based on a narrative review of the literature in the field of Environmental Education/Education for Sustainable Development. It makes use of the CLIA-model (Competence, Learning, Intervention, Assessment), developed by De Corte, Verschaffel and Masui in 2004 to prescribe how a powerful learning environment in Education for Sustainable Development (ESD) could be developed. In particular, the study focusses on the Intervention component. Holistic, pluralistic as well as action-oriented teaching in Education for Sustainable Development are thought to be effective in cultivating students’ action competence. This paper pres...

The concept of sustainable development is used in everyday life by the general public, alongside researchers, institutions, and private companies. Nevertheless, its definition is far from being unequivocal. Clarifying the outline of the concept seems necessary. We have created a role-play for this purpose. Our article aims at depicting its main features and sequencing.

This book focuses on the ethical and the political challenges that emerge when educating students to deal with the complexity and uncertainty related to sustainability issues (e.g. Sandell et al. 2005; Wals, 2011). Since the question of how teachers should deal with these aspects is challenging and ambiguous, the book aspires to support classroom teachers by translating theoretical frameworks into teaching models applicable in the classroom (p. 2). This book, therefore, makes an important contribution, since texts dealing with this theory-practice link are rare. The contributors to the book develop a Deweyan pragmatist approach which enables us to see learning and teaching in Sustainable Development teaching through the lens of a well-established and familiar educational theory. The book is well structured, and arranged in three parts: 'Education and the challenge of building a more sustainable world' (chapters 1-3), 'Choosing teaching content and approaches' (chapters 4-9), 'Designing and implementing teaching and learning practices' (chapters 10-20). The first two parts set the theoretical background for the third part which addresses the practical implications. Part One focuses on the nature of sustainability problems and presents the perspective of the volume. Starting with a theoretical discussion about sustainability and sustainability transitions, Part One continues by expanding on the 'wickedness' of sustainability problems. Sustainability issues are, it says, '…characterised by incomplete, uncertain or contested expert knowledge, conflicting values and objectives, a lack of ambiguous problem formulations and the impossibility [of finding] uncontested definitive solutions' (p. 30). In this regard, sustainable development teaching must move beyond an approach solely focused on transferring clear knowledge and specific skills. Teachers should also deal with the diversity and controversy brought about by sustainability problems. This brings about, in turn, ethical and political challenges. These political and ethical aspects are sometimes conflated in sustainability discourse; however, this volume makes it explicit that the ethical dimension of SD refers to the values system that underpins our actions; while the political dimension is about the structural organisation of our society. From a pragmatist perspective, student-driven inquiry is thought to be of particular importance when it comes to dealing with ethical and political aspects of sustainability issues. Learning, then, is seen as a process of meaning-making. The book moves, in Part Two, to more practical issues, that is, insights, models and typologies as a source of inspiration for teachers to prepare their courses. The contributors discuss different approaches to Sustainable Development teaching in terms of their educational objectives. Should students gain factual knowledge? Come to