scholarly journals Education for Sustainable Development, Nature and Vernacular Learning

2017 ◽  
Vol 7 (1) ◽  
pp. 9-27
Author(s):  
David Selby
Keyword(s):  
Sustainable Development ◽  
Natural World ◽  
Education For Sustainable Development ◽  
Learning Activities ◽  
Environmental Condition ◽  
Utilitarian Value ◽  
Global Environmental ◽  
Sensory Learning ◽  
Young Learner ◽  
Sense Of Wonder

Mainstream education for sustainable development conceives of nature as a resource or commodity. The natural world is, for the most part, accorded only instrumental or utilitarian value. As a field it thus aligns itself with a longstanding paradigm in western thinking that sees humans as separate from and dominant over nature. The de-natured nature of education for sustainable development makes it unlikely that the learner will become motivated to care and act for nature. As an alternative, vernacular learning is proposed, i.e. place-based learning rooted in close intimacy and connection with the natural world, with nature perceived as being intrinsically valuable. The importance of fostering emotional affinity with nature is underlined, as are forms of multi-sensory learning that help the learner engage with both spirit and soul of place. Practical examples of vernacular learning activities are enumerated. The importance of nurturing a sense of wonder and joy in the young learner is put forward as vital in fostering an ethic of concern for the planet. Essentially, the argument goes, we only stir ourselves to protect what we have come to love, and thus cultivating a sense of oneness with nature is vital if we are to have any chance of transforming the global environmental condition. Passion is the harbinger of activism.

Practicing the integration of education for sustainable development (ESD) into the school curriculum

2016 ◽  
Vol 18 (4) ◽  
pp. 219-245
Author(s):  
Stephanie W. Lee ◽  
Samson C.W. Ma ◽  
Ngok Lee
Keyword(s):  
Sustainable Development ◽  
Hong Kong ◽  
Design Methodology ◽  
School Curriculum ◽  
Education For Sustainable Development ◽  
Learning Activities ◽  
Student Work ◽  
Content Type ◽  
School Subjects ◽  
Precise Distribution

Purpose The purpose of this paper is to examine efforts made by the UNESCO Hong Kong Association (UNESCOHK) in integrating education for sustainable development (ESD) into school subjects and into the curriculum in 2009-2016. It investigates: the distribution and development of the three key components of environment, society and economy in student work, and in school assessment reports; the relevancy level of ESD learning to school subjects; the condition in Hong Kong in practicing the integration of ESD learning into the school curriculum; and the practices of integration of ESD learning into the school curriculum in Hong Kong and other countries. Design/methodology/approach Grounded theory is deployed to analyze the distribution and development of ESD as understood by students and schools, and the application of knowledge acquired through school subjects to ESD learning activities undertaken by students and schools. Findings The study succeeds in identifying the precise distribution and development of the three key components of environment, society and economy in ESD, and in establishing the level of relevancy of ESD learning activities to school subjects and to the school curriculum. UNESCOHK’s initiative is in line with the general trend adopted by countries to integrate ESD into the school curriculum. Research limitations/implications The scope of investigation is limited to ESD learning activities in eight schools and to one single economy. Social implications The study facilitates attempts to reorientate the lifestyles of students and their parents. Originality/value The study is a pioneering work in Hong Kong to integrate ESD learning into school subjects, which is in alignment with the trend to integrate ESD into the school curriculum.

scholarly journals Students’ Environmental Attitudes in the Context of Education for Sustainable Development

2021 ◽  
Keyword(s):  
Sustainable Development ◽  
Environmental Change ◽  
Environmental Changes ◽  
Environmental Attitudes ◽  
Environmental Behavior ◽  
Environmental Problems ◽  
Natural World ◽  
Education For Sustainable Development ◽  
Ecological Education ◽  
The Impact

The results of two empirical studies of environmental attitudes and pro-environmental behavior of students studying in different fields (samples of 230 and 132 students) are considered. The features of ecological representations of students of ecological specialties at the beginning and at the end of vocational training are determined. Comparison of the effectiveness of professional ecological education and biological education as education for sustainable development indicates a more pronounced impact of ecological education on the formation of pro-environmental attitudes and readiness for pro-environmental behavior. The dynamics of the attitude to global environmental changes among students of the Faculty of Ecology is determined: from consumer attitude to nature, which is combined with a relatively strong belief that money is the key to solving environmental problems, environmental students come to believe in the priority of the world environmental problems. Changes in worldviews are accompanied by an intensification of pro-ecological behavior in everyday life. The impact of ecological education as the education for sustainable development on personality attitudes manifests itself in two ways - in attitudes to the problem of environmental change and in attitudes toward the natural world. The awareness of the importance of anthropogenic environmental change is accompanied by the clarifying of ideas about money as a universal means of solving environmental problems and the awareness of the importance of environmental change not only for humans but also for other species. An important result of these changes is the increased pro-environmental orientation of everyday behavior.

scholarly journals Course Curricular Design and Development of the M.Sc. Programme in the Field of Ict in Education for Sustainable Development

2012 ◽  
Vol 14 (2) ◽  
pp. 5-40 ◽  
Author(s):  
Vassilios Makrakis ◽  
Nelly Kostoulas-Makrakis
Keyword(s):  
Sustainable Development ◽  
Information And Communication Technologies ◽  
Curriculum Design ◽  
Course Design ◽  
Education For Sustainable Development ◽  
Learning Objects ◽  
Learning Activities ◽  
Collaborative Problem Solving ◽  
Design Development ◽  
Design And Development

Abstract This paper presents the design and development of a virtual learning enviroment (VLE) for a M.Sc. programme on information and communication technologies (ICTs) in education for sustainable development (ESD) driven by a learning paradigm that merges three theories of learning, namely: experiential learning, constructivist learning and transformative learning (ExCon- Tra) funded by the European Commission. Learning activities were designed to offer the chance for students to interact asynchronously and synchronously, negotiate meaning and reflect on their learning and viewpoints through collaborative problem solving. The ExConTra learning process is also based on an interdisciplinary approach addressing the four pillars (environment, society, culture and economy) of sustainable development and makes use of an online course design methodology that uses four phases: needs analysis, curriculum design, development and formative evaluation. The VLE that encompasses both the curriculum programme and the online platform with its tools and online technologies merges ICTs with ESD in three ways: a) providing opportunities to target groups for reflective practice; b) using open source ICT tools and ESD-related learning objects available in the Web and c) using ICTs to develop interactive, interdisciplinary and cross-disciplinary ESD learning activities

scholarly journals Education for Wonder

2018 ◽  
Vol 8 (3) ◽  
pp. 125 ◽  
Author(s):  
Haydn Washington
Keyword(s):  
Sustainable Development ◽  
Environmental Education ◽  
Intrinsic Value ◽  
Education For Sustainable Development ◽  
Natural Area ◽  
Sustainable Future ◽  
Value Of Nature ◽  
Sense Of Wonder

This article argues that rejuvenating a sense of wonder towards nature is essential to ecocentric education and to finding a sustainable future. It examines the barriers that block education for wonder and looks at the issues around education for wonder in the home, at school, at university, and in the community in general. It considers the scale of a natural area in terms of wonder education, and ways of teaching wonder in school that increase wonder rather than isolate the student from nature. It also considers the issue of an “education for sustainable development” influenced by anthropocentrism, in contrast to an environmental education where some scholars accept the intrinsic value of nature. It discusses the need to balance “facts” in education with ethics. The article concludes by summarizing the steps needed to re-educate for wonder.

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