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.

Analysis of pre-service teachers’ perception towards the economic, environmental, social and cultural dimensions of Education for Sustainable Development

Think India ◽  
2019 ◽  
Vol 22 (3) ◽  
pp. 972-978
Author(s):  
Manisha Jetly ◽  
Dr. Nandita Singh
Keyword(s):  
Sustainable Development ◽  
Environmental Sustainability ◽  
Qualitative Content Analysis ◽  
Holistic Approach ◽  
Education For Sustainable Development ◽  
Cultural Dimensions ◽  
The Sustainable Development ◽  
Depth Study ◽  
Development Goals ◽  
Class Room

Education for sustainable development (ESD) enjoys a huge momentum worldwide in which the role of teachers for making sustainable development goals a reality has been recognized significantly. Teachers through their knowledge, attitudes and skills can bring the learning about these concepts to the curriculum and class room interaction and are in a position to influence their students. Therefore it is pertinent, that teachers are sensitised towards these issues, so that they prepare and nurture their students for making appropriate and responsible choices which contribute to a sustainable future. At this juncture it becomes crucial to understand their priorities and awareness level in context of the sustainable development. The present research paper aims to analyse the perception of forty post graduate pre-service teachers of the Chandigarh region, towards ESD through the dimensions of economic sustainability, environmental sustainability, social sustainability and cultural sustainability. For this researchers have adopted qualitative content analysis methodology for an in-depth study of the subjective responses through an open ended question. The findings suggest that most of the respondents associated the perception of ESD strongly with environmental sustainability. It is noted that the pre-service teachers lack a holistic approach towards ESD. On the basis of the findings it is recommended that there is an urgent need of integrating the concept of ESD consciously and conscientiously in India’s teacher education programmes.

scholarly journals Civic Education for Sustainable Development

2015 ◽  
Vol 4 (1) ◽  
pp. 5-22
Author(s):  
Bernhard Ohlmeier
Keyword(s):  
Sustainable Development ◽  
Civic Education ◽  
Environmental Sustainability ◽  
Good Governance ◽  
Education For Sustainable Development ◽  
Sustainable Growth ◽  
Education For Sustainability ◽  
German Development ◽  
Political Dimension ◽  
Economic Productivity

Abstract Education for sustainable development (ESD) often fails to consider the political dimension. To address this gap, this paper focuses on a specific political approach to ESD. The model presented is derived from the four sustainable growth targets of German Development Policy. Instead of relying on a neo-classical or neo-liberal economic paradigm, however, the goals of social justice, environmental sustainability, economic productivity and good governance are interpreted using a sustainability model. This model is anchored in a steady-state economy that has overcome the myth of unlimited material growth and seeks to stay within the limits of the planet's resources. The preconditions of good governance are outlined, and it is described how the state and civil society can contribute to this normative goal. In addition to social, ecological, economic and political components, the presented model for civic education for sustainability considers conflicts between different development components and the need for horizontal and vertical coherence. In conclusion, the paper shows that civic education for sustainability must aim to produce informed and empowered global citizens. Citizens should have the ability to employ their knowledge and skills responsibly through local and global civic involvement while also remaining aware of their own interests. Furthermore, it falls to educational policy makers to create national as well as international organisational structures that facilitate civic ESD.

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 Issue of Integrity of Art Education in the Context of Changes in Art and Visual Culture

Pedagogika ◽  
2014 ◽  
Vol 114 (2) ◽  
pp. 167-179
Author(s):  
Edita Musneckienė
Keyword(s):  
Visual Culture ◽  
Art Education ◽  
Contemporary Art ◽  
Cultural Context ◽  
Arts Education ◽  
New Technologies ◽  
Thinking Skills ◽  
Education Programs ◽  
Creative People ◽  
Wide Range

This article examines a paradigmatic change of contemporary art education in the context of visual culture and focus to the integrity of arts in formal and informal art education. The article is based on an international research “Contemporary art and visual culture in education” which reveals the problematic aspects of contemporary arts and visual culture in education in general. The research method was the discourse analysis of the participants and researchers, who presented the insights in reflective groups and during the interview with teachers and educators.This paper explores how contemporary cultural context and the spread of visual culture provide preconditions for changes in art education. The aim of the article is to analyze theproblems and perspectives of integral arts education in formal and non-formal education: what the educational challenges and opportunities appear in the context of contemporary art and visual culture? How the integral arts could be realized in art education practice in different arts disciplines and areas of education?Contemporary art and visual culture is increasingly multidimensional, the wide range of visual art forms integral with per formative arts, new technologies and media merge the limits between the arts disciplines. That becomes relevant pedagogical problem with the fact that arts education is traditionally allocated to the separate arts subjects such as music, art, theatre, dance, which also can also be divided into separate areas. This subject segregation of the school curriculum and strong subject orientation limits multimodal contemporary arts education. Secondary Education programs provide opportunities for several options of arts education disciplines (photography, cinema art, graphic design, contemporary music technologies), but it needs special resources for the schools and professional teachers. Many schools follow on traditional model of teaching art and still focusing on simple interpretation of modern artworks, different media and technical skills.Contemporary model of teaching integrated arts and visual culture in education is challenging, because it is based on visual literacy and critical thinking skills, it emphasizes inquiry-based education, a critical understanding of contemporary art practices, problem solving and creating new valuable ideas. Knowledge and experiences came from various sources: formal, non-formal, accidental, individual.Great potential for contemporary art education has non-formal art education programs and projects. Successful project-based initiatives in art education have been excellent examples of arts integration.Artists and other creative people involved into a process of education, their collaboration with schools and communities could initiate some interdisciplinary and collaborative practices. Non-formal arts education environment creates more space for creativity, freedom and diversity. Additional arts education programs, museum and gallery education, artistic competitions and international projects allows for the wider development of arts education. Art education in the new age requires changing attitudes towards learning and teaching, changing roles of the educator and new learning environments.

Environmental Education and Its Effects on Environmental Sustainability

2021 ◽  
pp. 182-199
Author(s):  
Joan Mwihaki Nyika ◽  
Fredrick M. Mwema
Keyword(s):  
Climate Change ◽  
Sustainable Development ◽  
Environmental Education ◽  
Environmental Sustainability ◽  
Environmental Issues ◽  
Environmental Problems ◽  
Contemporary Society ◽  
The North ◽  
Responsible Behavior ◽  
Resource Degradation

Environmental education (EE) for sustainable development remains a valuable subject of contemporary society, which is characterized with environmental issues such as climate change, pollution, loss of biodiversity, and resource degradation. The delivery of EE is based on the North American Association for environmental education values of knowledge, dispositions, competencies, and responsible behavior towards the environment. EE is a transformative tool to learners since it prepares learners with skills, attitudes, knowledge, and values to resolve environmental problems. It promotes environmental activism and action-oriented resolution of environmental issues. The full benefits of EE are challenged by limited human capacity, questionable professionalism, limited resources, and poor transformation of knowledge to practice. These challenges however can be alleviated through community engagement in formulating EE programs, multidisciplinary engagements, and research on EE delivery and quality.

Higher education for sustainable development: a systematic review

2016 ◽  
Vol 17 (5) ◽  
pp. 633-651 ◽  
Author(s):  
Yen-Chun Jim Wu ◽  
Ju-Peng Shen
Keyword(s):  
Higher Education ◽  
Systematic Review ◽  
Sustainable Development ◽  
Academic Research ◽  
Environmental Issues ◽  
Education For Sustainable Development ◽  
Research Trends ◽  
Complete Understanding ◽  
Content Type ◽  
Practical Implications

Purpose This study aims to provide a complete understanding of academic research into higher education for sustainable development (HESD). Design/methodology/approach This study utilizes a systematic review of four scientific literature databases to outline topics of research during the UN’s Decade of Education for Sustainable Development (DESD). Findings This study compares research trends and United Nations Educational, Scientific and Cultural Organization’s (UNESCO’s) strategic perspectives, worldwide topics and the number of studies. The results show that the research trends did not match UNESCO’s perspectives well and that researchers’ focus on popular events led to the variation between the numbers of articles each year. In summary, the findings indicate that most researchers base their topics on environmental issues, and research trends indicate the need for the integration of HESD. Practical implications This study provides a systematic review of higher education for academic research into sustainability, and it has implications for researchers and educators by identifying the gaps between the research conducted and the UN’s policies during the DESD. Originality/value This study attempts to offer an integrated view of HESD and to understand the bias of research trends during the DESD.

scholarly journals Promoting Sustainable Life through Education for Sustainable Development (ESD) and Religious Education

2020 ◽  
Vol 1 (1) ◽  
pp. 35 ◽  
Author(s):  
Sari Okta Fiana ◽  
Fahrurrazi Fahrurrazi
Keyword(s):  
Sustainable Development ◽  
Religious Education ◽  
National Curriculum ◽  
Environmental Issues ◽  
Education For Sustainable Development ◽  
Junior High Schools ◽  
Education Curriculum ◽  
The Core ◽  
Good People ◽  
Depth Interview

This paper aims to scrutinize how Indonesian religious education, particularly the 2013 curriculum of junior high schools (7-9-year-old), has addressed environmental issues in its concepts or practices. In the Indonesian context, Education for Sustainable Development (ESD) has been implemented since 2009, and it ideally should be integrative in the curriculum. Religious education as the core of the national curriculum has pivotal roles in guiding students on how to be good people. In line with the ESD vision in preserving this Earth, a religious education curriculum has visions similar to the ESD. Therefore, this research reviewed the religious education curriculum literature and conducted an in-depth interview with five religious education teachers. Its results conveyed that the ESD values have existed within the religious education curriculum. However, practically it is less effective because the curriculum tends to focus on cognitive goals. In addition, more training is necessary to increase teachers’ capacity.

scholarly journals Sustainable development in higher education

Economica ◽  
2021 ◽  
Author(s):  
Natalia Timbaliuc ◽  
◽  
Aliona Gusuvati ◽  
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
Environmental Education ◽  
Classification System ◽  
Higher Education Institutions ◽  
Environmental Issues ◽  
Education For Sustainable Development ◽  
Three Dimensions ◽  
Important Work ◽  
Economic Issues

Nowadays, humanity is increasingly focusing on the principles of sustainable development, which are becoming more and more important, and universities are acting as agents to promote these principles in society. Many universities are doing important work regarding environmental issues, but also social and economic issues, thus including the three dimensions of sustainability. This article highlights important concepts related to sustainable development, compares and contrasts the definitions of education for sustainable development versus environmental education. The aim of this study is to examine the need to create a universal tool for assessing sustainability and to incorporate it into the classification system of universities. Finally, it can be said that higher education institutions need to make more strenuous efforts to improve their performance in relation to the variables of environment, infrastructure, transport and education.

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