The social agenda of education for sustainable development within design & technology: the case of the Sustainable Design Award

2008 ◽  
Vol 19 (2) ◽  
pp. 167-186 ◽  
Author(s):  
James Pitt ◽  
Fred Lubben
Keyword(s):  
Sustainable Development ◽  
Sustainable Design ◽  
Education For Sustainable Development ◽  
Design Technology ◽  
Social Agenda ◽  
The Social

Education for Sustainable Development and the “Whole Person” Curriculum in Japan

2020 ◽  
Author(s):  
Ian Clark ◽  
Niculina Nae ◽  
Masahiro Arimoto
Keyword(s):  
Sustainable Development ◽  
Rapid Change ◽  
Historical Analysis ◽  
Education For Sustainable Development ◽  
Economic Transformation ◽  
Way Of Life ◽  
The Social ◽  
Whole Person ◽  
Sense Of Reality ◽  
Japanese Youth

Since the 1970s, Japanese society has endured rapid and confusing socio-economic transformation. These changes brought a sense of decentralization into Japanese life. It was a sense of loss and a sense of reality, as the stable dependencies that had characterized the Japanese way of life for centuries vanished. In the years leading up to the 21st century, this radical departure from tradition meant that the concept of continuity existed only to emphasize its absence. Society goes through a process of rapid change, posing challenges not everyone might be ready to tackle. The unintended, but inevitable, consequence is the social disaffection of Japanese youth, who may be losing their motivation (or focus) at a time of sudden and sustained adversity. The Japanese government is promoting the revitalizing energy of education for sustainable development (ESD), and even publicizes ESD’s potential for giving life a robust meaning. This is by no means an exclusively Japanese problem. In recent years, and with Japanese leadership, other UNESCO nations have integrated ESD into curricula. To fully understand the nature of the Japanese system for sustainable education, scholars need to draw from cultural philosophy, social neuroscience, historical analysis, and the ideas of socio-cognitive and constructivist theorists. Such a mix of methods provides an inter-disciplinary “geometry” of the often deeply inlaid shapes, patterns, and relationships that surround the uniquely cultural, yet highly exportable models for zenjin-education (“whole-person”).

scholarly journals Education for sustainable development in early childhood education in Finland

2013 ◽  
Vol 15 (2) ◽  
pp. 91-102 ◽  
Author(s):  
Jyrki Reunamo ◽  
Liisa Suomela
Keyword(s):  
Sustainable Development ◽  
Early Childhood ◽  
Early Childhood Education ◽  
Education For Sustainable Development ◽  
Social Aspects ◽  
Tree Model ◽  
Specific Content ◽  
Childhood Education ◽  
The Social ◽  
Education And Care

Abstract In the Finnish early childhood education and care (ECEC) curriculum, there is no specific content for education for sustainable development (ESD). Thus, it is not possible to get direct guidelines on how to conduct ESD in ECEC from the curriculum. We seek to look at the preferences of Finnish early childhood educators through the model of extended environmental education. Behind this model is Palmer's tree model and an emphasis on empirical, social and ethical components of ECEC. The research method employed a survey. Altogether 924 teams in Southern Finland evaluated their learning environments. By using a factor and reliability analysis, we extracted three factors relevant to the extended Palmer's model. The teachers primarily emphasised the understanding (learning) aspects of ECEC. The second most important aspect comprised the social aspects of education. The third most important aspect included the ethical and participant aspects of ECEC. Potential implications and indications to the practice of ESD are discussed

scholarly journals 17. Science Education and Education for Citizenship and Sustainable Development

2011 ◽  
Vol 4 ◽  
pp. 107 ◽  
Author(s):  
Ronald Johnston
Keyword(s):  
Sustainable Development ◽  
Social Studies ◽  
Science Teaching ◽  
Scientific Literacy ◽  
Global Citizenship ◽  
Education For Sustainable Development ◽  
The United Kingdom ◽  
The Social ◽  
Decision Making Processes

In the United Kingdom (UK) and Europe, the need for education for sustainable development and global citizenship has recently been emphasised. This emphasis has arguably found its major home in the social studies in higher education. Concurrently, there has been a decline in interest in ‘the sciences’ as evidenced by a reduction in the number of students undertaking science degrees. It is proposed that basic scientific literacy is essential for effective education and participation in society’s decision making processes associated with many socio-scientific issues. This paper considers the challenges facing science teaching as an essential component of education for sustainable development and global citizenship. The results of a survey of students in Wales where this is compulsory and in France where it is optional are referred to as indicators of the effectiveness and challenges and the role of science teaching in this context.

Social Aspects of Education for Sustainable Development in Primary School in Estonia

2007 ◽  
Vol 8 (1) ◽  
pp. 59-67
Author(s):  
Mare Müürsepp
Keyword(s):  
Sustainable Development ◽  
Content Analysis ◽  
Primary School ◽  
Primary Education ◽  
National Curriculum ◽  
Education For Sustainable Development ◽  
Social Aspects ◽  
Documentary Analysis ◽  
The Social ◽  
Comparative Content

Social Aspects of Education for Sustainable Development in Primary School in EstoniaThe purpose of the article is to analyse the circumstances of applying of Education for Sustainable Development (ESD) in Estonian educational actuality. Empirical part of the study comprehends a comparative content analysis of UNECE strategy of ESD and the chapters of the text of the Estonian National Curriculum valid from 2002. The discussion concentrates on the social aspects of ESD because their significance was pointed out by the experts of ESD. The topic of the article is confined to the issues concerning the primary education, i.e. the grades from 1st to 3rd. Conclusions are made about the opportunities to apply ESD more effectively than at present. Statements of experts on textbooks and curriculum have been taken into account as additional sources besides the documentary analysis.

Four ‘Well-beings’ - Social, Economic, Environmental & Cultural - A Sustainable Development Approach To Biosolids Management

2007 ◽  
Vol 2 (4) ◽  
Author(s):  
JW Bradley ◽  
PB Winefield ◽  
B. Mikaere
Keyword(s):  
Sustainable Development ◽  
Environmental Economic ◽  
Social Economic ◽  
Well Being ◽  
Decision Makers ◽  
Social Agenda ◽  
Government Decision ◽  
The Social ◽  
New Challenges ◽  
Development Approach

In New Zealand, since 2002, it has been mandatory for local government decision-makers to consider the environmental, economic, social and cultural well-being of the community in every decision they make. This applies very much to sludge and biosolids management and is additional to strong resource management laws. This new legislative prescription (particularly the social and cultural imperatives) is creating significant new challenges for the management of sludge and biosolids and New Zealand's experience in this area is considered relevant to all countries and communities that have a strong social agenda and a commitment to the rights and obligations of indigenous people.

scholarly journals Medical law: professionals’ training prospects in Ukraine

Osvitolohiya ◽  
2017 ◽  
pp. 110-114
Author(s):  
Yaroslav Tsekhmister ◽  
Oleksandra Lysenko ◽  
◽  
Keyword(s):  
Sustainable Development ◽  
Professional Competence ◽  
Tertiary Education ◽  
Medical Profession ◽  
Modern Society ◽  
Education For Sustainable Development ◽  
Medical Law ◽  
Social Significance ◽  
The Social ◽  
Simultaneous Training

In order to implement educational programs for sustainable development among doctors who are representatives of one of the most socially important professions, it is necessary to increase the level of their legal culture, in particular in the sphere of relations arising during the medical activity. The content of education for sustainable development should be relevant to the needs of the modern society with the emphasis on both cognitive and non-cognitive aspects of learning. Thus, it is due to the programs of education for sustainable development that include global civil education on the issues of peace, human rights, as well as intercultural and international relations, the need of the population for the knowledge, skills, values and attitude is satisfied,which is necessary for the adoption of reasonable decisions and active participation in solving both local and global problems of our time. These provisions are of particular importance given the characteristics of the medical profession. After all, health care, as one of the most socially meaningful fields of activity, is associated with the emergence of specific legal relations regulated by regulatory and legal acts. In our opinion, in order to create the preconditions for further development and strengthening of the social significance of medical law, it is necessary to amend the List of branches of knowledge and specialties, which are training applicants for tertiary education, approved by the decision of the Cabinet of Ministers of Ukraine dated April 29, 2015, No.266, namely, to make an addition of a list of names of specialties in the field of knowledge 08 «Law» with the specialty «Medical Law». The proposed innovation will not only provide opportunities for the development of a given legal field, but will also provide the opportunity to introduce tertiary education programs for the simultaneous training for two specialties in the fields of knowledge 22 «Health» and 08 «Law», which, in our opinion, will contribute to increase the level of professional competence of medical workers.

scholarly journals Education for security versus education for sustainable development

2021 ◽  
Vol 11 (1) ◽  
pp. 263-273
Author(s):  
Agnieszka Klimska
Keyword(s):  
Sustainable Development ◽  
Natural Environment ◽  
Social Process ◽  
Education For Sustainable Development ◽  
Ecological Crisis ◽  
Strong Incentive ◽  
The Social ◽  
The Face

The article presents issues related to the practice of sustainable development against the background of selected strategies and models of education. In the face of the ecological crisis, as well as growing threats to the social and natural environment, the need to modify education for sustainable development programmes appears more apparent. It has been proposed that this model of education should be supported by education for security, since security is a need, value, and a dynamic social process, and any actions in its favour, offer a strong incentive for people to be active and adopt new attitudes.

Social Design for Services Framework

2018 ◽  
Vol 1 (1) ◽  
Author(s):  
Melanie SARANTOU ◽  
Satu MIETTINEN
Keyword(s):  
South Africa ◽  
Sustainable Development ◽  
Research Group ◽  
Design Research ◽  
Service Design ◽  
Social Design ◽  
Practical Action ◽  
The Social ◽  
The World

This paper addresses the fields of social and service design in development contexts, practice-based and constructive design research. A framework for social design for services will be explored through the survey of existing literature, specifically by drawing on eight doctoral theses that were produced by the World Design research group. The work of World Design researcher-designers was guided by a strong ethos of social and service design for development in marginalised communities. The paper also draws on a case study in Namibia and South Africa titled ‘My Dream World’. This case study presents a good example of how the social design for services framework functions in practice during experimentation and research in the field. The social design for services framework transfers the World Design group’s research results into practical action, providing a tool for the facilitation of design and research processes for sustainable development in marginal contexts.

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