scholarly journals Art Education for Sustainable Development

2021 ◽  
Vol 124 ◽  
pp. 10003
Author(s):  
Nurul Nisa Omar
Keyword(s):  
Sustainable Development ◽  
Art Education ◽  
Visual Analysis ◽  
Focal Point ◽  
Education For Sustainable Development ◽  
Communication Arts ◽  
Sustainable Living ◽  
Art And Design ◽  
Visual Elements ◽  
Colour Form

Through the process of visual analysis of an artwork called ‘Hidden’, this research article explores the relevance of art and design projects for the development of AESD - Art Education for Sustainable Development. ‘Hidden’ is the name of one of the paintings produced in an art project by the Faculty of Communication, Arts and Media at the International University of Malaya-Wales, Malaysia. The concept of the project is for lecturers and students to produce artwork that revolves around the message of sustainability and 90% of the artwork must use recycled waste materials. The visual analysis of ‘Hidden’ covers five aspects of visual elements which are composition, focal point, colour, form, and symbolic value. It was found that there are multiple deepening sustainability messages within the artwork through the analysis of the actual meaning of the image, the estimate changes in meaning over time, and the student's reflection and reaction. The main questions addressed by this article are: What are the complex ‘pool’ of sustainability messages generated through a single image? How producing art can stimulate students’ consciousness on the importance of sustainable living? In conclusion, this article proposes that AESD is a positive and useful approach for students to embrace the sustainability culture.

scholarly journals ORGANIC FARMING PRACTICES IN SIKKIM SCHOOLS: A PATH TO EDUCATION FOR SUSTAINABLE DEVELOPMENT

2019 ◽  
Vol 7 (5) ◽  
pp. 128-136
Author(s):  
Genevive Syangbo
Keyword(s):  
Sustainable Development ◽  
Organic Farming ◽  
National Curriculum ◽  
School Curriculum ◽  
Education For Sustainable Development ◽  
Government Schools ◽  
Sustainable Living ◽  
Green Schools ◽  
Sustainable Solutions ◽  
Development Of Competencies

The National Curriculum Framework 2005 under its guiding principles includes the need to make ‘children sensitive to the environment and the need for its protection’ while living in harmony within oneself and with one’s natural and social environment as an important curricular concern    (p6). Education for Sustainable Development (ESD) with its emphasis on fostering of ‘competencies that enable students to find sustainable solutions to demanding issues and prevent conflicts’ in their world is seen as a process towards such a goal. In this regard, Sikkim’s initiative towards achieving this broader aim of education has been an ongoing process in schools of Sikkim. This paper presents, from an educational perspective, integration of Education for Sustainable Development (ESD) through practice of Organic farming in government schools in Sikkim. This enables the objective of embedding ESD goals aiming towards development of competencies among learners for sustainable living. The paper also focuses on how the concept of organic farming and green schools has been incorporated into the school curriculum. The process involving schools and the community to work together through a participatory and collaborative approach is enabling all stakeholders of school education to understand and practice the principles of sustainable development with available resources within their communities.

scholarly journals Arts and design education for sustainable development

2016 ◽  
Author(s):  
Vedat Özsoy
Keyword(s):  
Sustainable Development ◽  
Design Education ◽  
Global Climate ◽  
Education For Sustainable Development ◽  
Human Environment ◽  
Art And Design ◽  
Global Climate Changes ◽  
Sustainable Environment ◽  
Mental Abilities ◽  
Un General Assembly

The UN General Assembly realized in 1983 that there was a heavy deterioration of the human environment and natural resources, and established the World Commission on Environment and Development (WCED). WCED's mission was to unite countries to pursue sustainable development together. This commission prepared a report called as “Our Common Future” in October 1987. The focus in the report was that the perspectives of society and nature are equal to that of economy.Countries’ economic and social development being sustainable, preventing global climate changes and natural disasters are directly proportionate to education strategies’ involving sustainability.  Sustainability education is a model that aims to support the learners to become responsible citizens who struggle for a more sustainable world with their knowledge, skills, values and mental abilities. UNESCO indicates that “Education for Sustainable Development” allows every human being to acquire the knowledge, skills, attitudes and values necessary to shape a sustainable future.Art and design education has a multi-directional content for sustainable development ideals. For example, aesthetic sensitivity and critical thinking which are in the nature of art and design subjects, help students grow as individuals who are environment and ecosystem-sensitive. Sustainability of art and design education could be seen in two-directions. The first side is to keep students away from any kind of violence by providing them with sensitivity and empathy as well as help them develop respect for society and environment. In this way, students gain susceptibility and eagerness to protect ecosystem and live in the limits of nature. The second side is the sustainability projects carried out by students and instructors in art and design lessons. These are applications especially to clarify that a sustainable environment, nature and ecosystem is important for a sustainable life.  This study includes some practical examples about the second side.Keywords: Sustainability, art and design education.

scholarly journals A Study on the implication and implementation of education for sustainable development in school art education

2017 ◽  
Vol 51 (null) ◽  
pp. 27-61
Author(s):  
임혜원 ◽  
Jooyon Lee ◽  
나선엽 ◽  
공완욱 ◽  
최은영
Keyword(s):  
Sustainable Development ◽  
Art Education ◽  
Education For Sustainable Development

scholarly journals Nordic contemporary art education and the environment: Constructing an epistemological platform for Art Education for Sustainable Development (AESD)

2012 ◽  
Vol 1 (2) ◽  
Author(s):  
Helene Illeris
Keyword(s):  
Sustainable Development ◽  
Education Research ◽  
Visual Culture ◽  
Art Education ◽  
Contemporary Art ◽  
Environmental Sustainability ◽  
International Research ◽  
Environmental Issues ◽  
Education For Sustainable Development ◽  
Art Educators

How can art educators address questions of environmental sustainability, accepting to be ethically normative but avoiding becoming dogmatic? How can the complex ‘pool’ of knowledge generated in and through art education research become useful in working with these questions, which many of us find overwhelmingly difficult? AESD – Art Education for Sustainable Development – is a concept coined for this article with the intention of bringing environmental problems onto the agenda. In an attempt to provoke the necessary discussion about environmental sustainability in art education, the article examines selected texts from recent Nordic research in order to build an ‘epistemological platform’ that might function as a research-based ‘tool’ for discussing environmental issues. The article is organized in four sections, which refer to the four ’cornerstones’ of the platform, where each cornerstone corresponds to a recent current in art education. These currents, as defined by the author, are: critical art education, poststructuralist strategies, visual culture pedagogy, and community oriented visual practices. Using selected Nordic texts as material for the analysis, the epistemological perspective of each current is briefly presented and its relationship to evironmental questions is discussed. In the final discussion, eight keywords are presented: praxis, change, performance, reflexivity, visuality, event, situatedness and collaboration. When put together, these concepts offer a dynamic picture of the ‘pool’ of ideas offered by contemporary Nordic and international research, which will be useful for  ‘performing’ AESD both as teaching practices and as research.

scholarly journals Subjectivation, togetherness, environment. Potentials of participatory art for Art Education for Sustainable Development (AESD)

2017 ◽  
Vol 6 (1) ◽  
Author(s):  
Helene Illeris
Keyword(s):  
Sustainable Development ◽  
Art Education ◽  
Education For Sustainable Development ◽  
Theoretical Concept ◽  
Community Art ◽  
Participatory Art ◽  
Art Form ◽  
Art Community ◽  
The Individual ◽  
The Hill

Through a process-oriented analysis of the participatory art project The Hill this article explores the relevance of participatory art projects for the development of AESD – Art Education for Sustainable Development. Inspired by Felix Guattari’s Three Ecologies (2008) the analysis moves through three sub-studies delving into three different aspects of the project. Each sub-study adopts two overlapping analytical ‘lenses’: The lens of a contemporary art form (performance art, community art, and site-specific art) and the lens of a related theoretical concept (subjectivation, togetherness, environment). The aim is to propose art educational ideas and strategies that stimulate students to challenge the current political, economic and environmental situation. Central questions addressed by the article are: How can educators use contemporary artistic strategies to challenge essentialist and opportunistic self-understandings? What is the potential for participatory art forms to explore alternative and more sustainable conceptions of human subjectivity? How can art education work in favour of a sense of interconnectedness between the individual, the social and the environmental dimensions of being? In conclusion, the article proposes art education as a symbolic place for carrying out art-inspired experiments with how to live our lives in more sustainable ways.

scholarly journals DEVELOPMENT OF EDUCATION FOR SUSTAINABLE DEVELOPMENT (ESD) BASED CHEMSDRO MOBILE BASED LEARNING FOR INDONESIAN JUNIOR HIGH SCHOOL: RATE OF REACTION

2020 ◽  
Vol 5 (1) ◽  
pp. 26-34
Author(s):  
Anita Fibonacci ◽  
Zidni Azizati ◽  
Tomi Wahyudi
Keyword(s):  
High School ◽  
Sustainable Development ◽  
Mobile Phones ◽  
Junior High School ◽  
Student Assessment ◽  
Education For Sustainable Development ◽  
Development Model ◽  
Sustainable Living ◽  
Rate Of Reaction ◽  
Reaction Characteristic

ICT learning media mostly emphasize students content and motivation. The emphasis on protecting the environment as a form of development of sustainable living awareness is often considered not significant. Accordingly, many youth students begin to lose development of sustainable living awareness. This study aimed to produce and evaluate a learning media based on games in Android mobile learning- Chemsdro (Chemistry in Android) oriented to Education for Sustainable Development (ESD) on the topic rate of reaction. Characteristic  of Chemsdro Learning Media was the topic of rate of reaction created in the form of games that embedded in android mobile phones with game characters who have a mission to protect the environment. This learning tool was designed to give motivation for students to care about the environment. This research was Research and Development model, it was adopted the steps from Thiagarajaan including define, design, develop, and dissemination steps. The subjects of this study were students grade XI of SMA 1 Kendal. The product validation showed that the Chemsdro learning media was a very appropriate category to use with the Aiken V coefficient of 0.9. Student assessment of Chemsdro learning media also showed a good category.

scholarly journals Integrating sustainability issues into English language courses at university

2021 ◽  
Vol 295 ◽  
pp. 05006
Author(s):  
Nataliya Gunina ◽  
Tatiana Mordovina ◽  
Irina Shelenkova
Keyword(s):  
Sustainable Development ◽  
English Language ◽  
Formal Education ◽  
Global Citizenship ◽  
Education For Sustainable Development ◽  
Sustainable Living ◽  
Sustainable Lifestyles ◽  
Language Courses ◽  
Culture Of Peace ◽  
Key Dimensions

Education for Sustainable Development is a relatively new methodology that promotes principles of sustainable living and is aimed at integrating sustainability issues into the curriculum at all cycles of formal education. This paper discusses how sustainability development concepts can be taught through English language courses at university. The range of topics that cover sustainable development issues within the framework of key dimensions, such as economy, society, environment and culture is selected in line with the guiding principles of Education for Sustainable Development. The approaches to designing a course in English for undergraduate non-linguistic students through the prism of sustainable development principles are highlighted. It is proposed to develop a syllabus with a focus on the areas that are embedded in the concept of Education for Sustainable Development. These include such topics as gender equality and human rights, sustainable lifestyles, promotion of a culture of peace and non-violence, global citizenship, and appreciation of cultural diversity. The paper summarizes the findings of the research conducted at universities in Russia and Turkey to develop a strategy for designing English language courses that incorporate sustainability issues.

scholarly journals Udržitelný rozvoj České republiky – Blýská se na lepší časy?

Envigogika ◽  
2014 ◽  
Vol 9 (2) ◽  
Author(s):  
Eduard Petiška
Keyword(s):  
Sustainable Development ◽  
Czech Republic ◽  
Education For Sustainable Development ◽  
Sustainable Living ◽  
The Czech Republic ◽  
The Future

This article discusses a seminar held by the Society for Sustainable Living where the Governmental Council for Sustainable Development (RVUR) was introduced. The panelists delivered presentations where they introduced both the previous activities of the Council and its recent reconstitution and vision for the future. In subsequent debate discussed sustainable development and its relevance within the Czech Republic & abroad, as well as recent RVUR activities and plans. Discussion focused e.g. on the institutional basis of the RVUR, the issue of the development of a prognosis and strategies, and education for sustainable development.

scholarly journals Integrating ‘education for sustainable development’ in statistics classes: visual analysis of social and economic data with gapminder

2020 ◽  
Author(s):  
Martin Andre ◽  
◽  
Zsolt Lavicza ◽  
Theodosia Prodromou ◽  
◽  
...  
Keyword(s):  
Sustainable Development ◽  
Visual Analysis ◽  
Statistics Education ◽  
Education For Sustainable Development ◽  
Learning Trajectory ◽  
School Students ◽  
Climate Change Education ◽  
Design Based Research ◽  
Related Data ◽  
Development Goals

Sustainable development goals (SDGs) address various aspects of future human development such as poverty, pollution, or climate change. Education for Sustainable Development (ESD) seeks to encourage students to actively participate and consider these issues in sustainable development. Following design-based research approaches, our study aims to identify opportunities for integrating ESD into statistics education. We describe the main features of an ESD-integrated learning trajectory for middle school students exploring sets of ESD related data visually with the software Gapminder. The outcomes of our study suggest that (1) Students’ engagement in forming statistical models of various countries’ sustainable development developed their abilities to generate statistical questions (2) Their intuitive knowledge of statistical concepts was further formalized during their subsequent analyses.

scholarly journals In-service Home Economics Teachers’ Attitudes to the Integration of Sustainable Topics in the Home Economics Subject

2020 ◽  
Author(s):  
Martina Erjavšek ◽  
Francka Lovšin Kozina ◽  
Stojan Kostanjevec
Keyword(s):  
Sustainable Development ◽  
Well Being ◽  
Education For Sustainable Development ◽  
Home Economics ◽  
Living Environment ◽  
Future Generations ◽  
Sustainable Living ◽  
Research Results ◽  
The Subject ◽  
Teachers Attitudes

Education for sustainable development is essential for the well-being of present and future generations and is one of the key objectives in the discipline of home economics. The purpose of this research was to ascertain whether in-service teachers of home economics recognise the opportunities to educate students about sustainable development in their courses and if they can identify the topics related to sustainable development that they can integrate into the subject of home economics. To determine this, a study using a questionnaire with a non-random sample of 89 Slovenian in-service home economics teachers was conducted. The results were qualitatively and quantitatively analysed. According to the research results, in-service home economics teachers understand that the topics of the subject promote education for sustainable development. They see the most opportunities for integrating sustainable topics arising in the fields of food and living environments, and less in economics and textiles. This is evident because sustainability topics are predominantly connected to food and the living environment classes in the current education system. Based on the research results, it can be deduced that in-service home economics teachers should be offered ongoing professional development in order to achieve the competences needed to teach sustainable development as part of the home economics subject. The need to update the curriculum of this subject has emerged as it offers numerous opportunities to educate the young in topics related to sustainable living.

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