The E in ESD: From green washing the ivory tower to deep learning for sustainability
Arjen E.J. Wals
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The conventional wisdom holds that all education is good, and the more of it one has, the better. The truth is that without significant precautions, [it] can equip people merely to be more effective vandals of the Earth (D. Orr). Recently UNESCOs (former) Director General Kochiro Matsuura called for a radical change in the ways we think and act in particular in terms of education and training.
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Asking inconvenient questions
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Asking inconvenient questions
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Asking inconvenient questions
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Asking inconvenient questions
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Asking inconvenient questions
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Staged responses to sustainability (Sterling 2004)
Sustainability transition 1 Very weak 2 Weak 3 Strong 4 Very strong
Response Denial, rejection or minimum Bolt-on Build-in Rebuild or redesign
State of sustainability No change (or token) Cosmetic reform Serious greening Wholly integrative
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A Framework for Facilitating Sustainability
Pedagogy, learning and instruction
Contents, Curriculum
Facilitating Sustainability
Research
University as an institution
Community linkages
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Exploring a Happy Meal
What kind of potato? GMO?
Locally raised beef?
Nutritional value?
Two questions: GMO? Hormones? Nutritional value? Third question: Can we create a Whats in it? Locally value? grown? Nutritional GMO? Happy Meal? Organic? Paper cup? Organic? Where does it come from?
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Lessons learned & competencies developed
Local and global issues are connected Information is everywhere, how to choose? Sustainability is multi-dimensional: ecological, economic, ethics, environment, etc. Becoming critical of consumption & consumerism Alternative lifestyles are possible! Interviewing, presenting, reporting, listening, googeling, critiquing, cooking
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Integrating sustainability: T & L principles
Principle 1. Total immersion 2. Diversity in learning styles 3. Active participation 4. The value of valuing 5. Gestalt-switching 6. A case-study approach 7. Social dimensions of learning 8. Learning for (action) competence Description Fostering a direct experience with an authentic sustainability issue Being sensitive to the variety of learning styles and preferences that can be found in a single group Developing ownership of your own learning by utilising the your own knowledge, experiences and ideas and influencing the route you follow Exposing yourself to alternative ways of knowing and valuing through self-confrontation Cycling between perspectives (time, space, culture, disciplines, etc.) Digging for meaning by studying an issue in-depth Mirroring your ideas, experiences and values with those of others utilizing dissonance Making the development of action competence an integral part of the learning process
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Sustainability Competence?
transcultural shifts
transgenerational shifts
transformative learning
transgeographical shifts
transdisciplinary shifts
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Reorienting curricula, teaching and learning
Developing educational policies and support mechanisms that allow for more integrated forms of teaching and learning. Strengthening school-community links and whole school approaches to sustainability.
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Capacity-building
Advancing ESD-related professional development to build the capacities of teachers, managers and facilitators to initiate and enhance new forms of learning in schools, universities, workplaces and neighbourhoods.
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Points for discussion
Integrating sustainability is just as much about how we teach and learn as it about what we teach and learn. Sustainability requires more space in curricula for systems thinking, integrative design and multiple ways of knowing. Every student should discuss how his or her thesis and internship contributes to (un)sustainability. New forms of teaching require new competencies on the part of teaching staff - this has HRD-implications. Science for (societal) impact, not science for impact factors Blurring the boundaries between institutional and communitybased learning is essential
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Thinking outside of the box
Thank you!
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