Learning for sustainability in times of accelerating change
edited by: Arjen E.J. Wals and Peter Blaze Corcoran
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We live in turbulent times, our world is changing at accelerating speed. Information is everywhere, but wisdom appears in short supply when trying to address key inter-related challenges of our time such as; runaway climate change, the loss of biodiversity, the depletion of natural resources, the on-going homogenization of culture, and rising inequity. Living in such times has implications for education and learning. This book explores the possibilities of designing and facilitating learning-based change and transitions towards sustainability. In 31 chapters contributors from across the world discuss (re)emerging forms of learning that not only assist in breaking down unsustainable routines, forms of governance, production and consumption, but also can help create ones that are more sustainable. The book has been divided into three parts: re-orienting science and society, re-connecting people and planet and re-imagining education and learning. This is essential reading for educators, educational designers, change agents, researchers, students, policymakers and entrepreneurs alike, who are concerned about the well-being of the planet and convinced of our ability to do better.
The content and related issues can be discussed on the blog by editor Arjen Wals: Transformative learning
.We are living in times of incertitude, complexity, and contestation, but also of connectivity, responsibility, and new opportunities. This book analyses the consequences of these times for learning in formal, non-formal, and informal education. It explores the possibilities offered by the concept of sustainability as a central category of a holistic paradigm which harmonizes human beings with Earth. To change people and to change the world are interdependent processes - this book contributes to both.
Moacir Gadotti, Director of Paulo Freire Institute, São Paulo, Brazil.I hope you share my excitement about the innovations for sustainability that this book catalogues and analyses. While the ecological news is grim, the human news is not. Even in a time of accelerating change, people are showing their enormous capacities to learn, adapt, restore and protect.
From the Foreword by Juliet Schor, author of 'True Wealth: how and why millions of Americans are creating a time-rich, ecologically-light, small-scale high-satisfaction economy'.This book implies a 'culture of critical commitment' in educational thinking and practice - engaged enough to make a real difference to social-ecological resilience and sustainability but reflexively critical enough to learn constantly from experience and to keep options open in working for a sustainability transformation.
From the Afterword by Stephen Sterling, Professor of Sustainability Education, Centre for Sustainable Futures, Plymouth University, United Kingdom.
Order by chapterAcknowledgements (Open Access)Foreword (Open Access)Juliet Schor
IntroductionRe-orienting, re-connecting and re-imagining: learning-based responses to the challenge of (un)sustainability (Open Access)Arjen E.J. Wals and Peter Blaze Corcoran
Part one - Re-orienting science and society1. Towards greater realism in learning for sustainabilityJohn Huckle2. Participation and sustainable development: a matter of public concernJoke Vandenabeele and Katrien Van Poeck3. Pedagogy for survival: an educational response to the ecological crisisThomas Nelson and John A. Cassell4. Weaving pedagogies of possibilityMarcus Bussey, Ase Eliason Bjurstrom, Miriam Sannum, Shambhushivananda Avadhuta, Bernard Nadhomi-Mukisa, Leonel Ceruto, Muwanguzi Denis, Ananta Kumar Giri, Asha Mukherjee, Gennady Pervyi and Maria Victoria Pineda5. Harnessing time travel narratives for environmental sustainability educationEric C. Otto and Andrew Wilkinson6. Ethical deliberations in environmental education workplaces: a case story of contextualised and personalised reflexivityLausanne L. Olvitt7. Queering ecology: interrogating 'seductions to organic wholeness' in popular environmental rhetoricJoseph P. Weakland8. Building resilient communities: where disaster management and facilitating innovation meet (Open Access)Karen Elisabeth Engel and Paul Gerard Hendrik Engel9. Towards successful joint knowledge production for global change and sustainability: lessons from six Dutch adaptation projects (Open Access)Dries Hegger, Annemarie van Zeijl-Rozema and Carel Dieperink10. Getting active at the interface: how can sustainability researchers stimulate social learning?Jayne H. Glass, Alister Scott and Martin F. Price
Part two - Re-connecting people and planet11. Finding hope in a world of environmental catastropheElin Kelsey and Carly Armstrong
12. Inviting the unforeseen: a dialogue about art, learning and sustainabilityNatalia Eernstman, Jan van Boeckel, Shelley Sacks and Misha Myers
13. Relationship-based experiential learning in practical outdoor tasksErling Krogh and Linda Jolly
14. Transformative learning: towards the social imaginary of sustainability: learning from indigenous cultures of the American continentSylvia Catharina van Dijk and Eduardo Ernesto van Dijk
15. Re-connecting with traditional knowledge: the experience of the Shangri-la institute for sustainable communities in ChinaYunhua Liu and Alicia Constable
16 Sustainability as meaningful relatedness: lessons from Grandmother BearJohanna M. Beyers
17. Spirited practice of transformative education for sustainabilityAlison Neilson, Doug Blomberg and Rosalina Gabriel18. How reflective practice can enhance learning for sustainabilityKatherine Davies
Part three - Re-imagining education and learning19. How to handle knowledge uncertainty: learning and teaching in times of accelerating changeRebekah L. Tauritz20. Enhancing environmental learning through controversyDavid Zandvliet21. The role of knowledge, learning and mental models in public perceptions of climate change related risksJennifer Helgeson, Sander van der Linden and Ilan Chabay22. Designing and developing learning systems for managing systemic change in a climate change worldChris Blackmore and Ray Ison23. Challenges for educators of building people's capacity for mitigating and adapting to climate changeRobert B. Stevenson, Jennifer Nicholls and Hilary Whitehouse24. Living systems, sustainability education, and institutional changeMichael K. Stone and Zenobia Barlow25. Balancing the whole: a dialogue around a frameworks-based education programmeKen Webster and Paul Vare26. By their practice you will recognise them: a case study on a failed effort to implement education for sustainable development into the competence based Swiss curriculumJohannes Tschapka27. Learning for sustainability in science education in Africa: 'learning as connection' an imperative for transformationOverson Shumba28. Exploring possibilities of organisational learning-based change and transition towards sustainabilityAbel Barasa Atiti29. We know how they feel: Global Storylines as transformative, ecological learningMarie Jeanne McNaughton30. Engaging youth in developing urban plans using geographic information systems and computer visualizationDennis J. DeBay, James Haley, Sheron Mark, Michael Barnett, Amy Anderson, Eric Strauss, Lindsey Cotter-Hayes, David Blustein and Catherine Wong31. Active learning about energy and sustainability: the SIEU experienceLieke Dreijerink and Geja Roosjen
EpilogueAfterword: let's face the music and dance? (Open Access)Stephen SterlingBiographies (Open Access)
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Also available as e-book