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Learning for sustainability in times of accelerating change
 

edited by: Arjen E.J. Wals and Peter Blaze Corcoran

Learning for sustainability in times of accelerating change
© 2012, 550 pages

hardback
ISBN: 978-90-8686-203-0
Price:  € 69.00  (excluding VAT)



       Also available as e-book
 
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 chapter


Acknowledgements (Open Access)

Foreword (Open Access)
Juliet Schor

Introduction

Re-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 society

1. Towards greater realism in learning for sustainability
John Huckle

2. Participation and sustainable development: a matter of public concern
Joke Vandenabeele and Katrien Van Poeck

3. Pedagogy for survival: an educational response to the ecological crisis
Thomas Nelson and John A. Cassell

4. Weaving pedagogies of possibility
Marcus 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 Pineda

5. Harnessing time travel narratives for environmental sustainability education
Eric C. Otto and Andrew Wilkinson

6. Ethical deliberations in environmental education workplaces: a case story of contextualised and personalised reflexivity
Lausanne L. Olvitt

7. Queering ecology: interrogating 'seductions to organic wholeness' in popular environmental rhetoric
Joseph P. Weakland

8. Building resilient communities: where disaster management and facilitating innovation meet (Open Access)
Karen Elisabeth Engel and Paul Gerard Hendrik Engel

9. 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 Dieperink

10. 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 planet

11. Finding hope in a world of environmental catastrophe
Elin Kelsey and Carly Armstrong

12. Inviting the unforeseen: a dialogue about art, learning and sustainability
Natalia Eernstman, Jan van Boeckel, Shelley Sacks and Misha Myers

13. Relationship-based experiential learning in practical outdoor tasks
Erling Krogh and Linda Jolly

14. Transformative learning: towards the social imaginary of sustainability: learning from indigenous cultures of the American continent
Sylvia 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 China
Yunhua Liu and Alicia Constable

16 Sustainability as meaningful relatedness: lessons from Grandmother Bear
Johanna M. Beyers

17. Spirited practice of transformative education for sustainability
Alison Neilson, Doug Blomberg and Rosalina Gabriel

18. How reflective practice can enhance learning for sustainability
Katherine Davies

Part three - Re-imagining education and learning

19. How to handle knowledge uncertainty: learning and teaching in times of accelerating change
Rebekah L. Tauritz

20. Enhancing environmental learning through controversy
David Zandvliet

21. The role of knowledge, learning and mental models in public perceptions of climate change related risks
Jennifer Helgeson, Sander van der Linden and Ilan Chabay

22. Designing and developing learning systems for managing systemic change in a climate change world
Chris Blackmore and Ray Ison

23. Challenges for educators of building people's capacity for mitigating and adapting to climate change
Robert B. Stevenson, Jennifer Nicholls and Hilary Whitehouse

24. Living systems, sustainability education, and institutional change
Michael K. Stone and Zenobia Barlow

25. Balancing the whole: a dialogue around a frameworks-based education programme
Ken Webster and Paul Vare

26. 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 curriculum
Johannes Tschapka

27. Learning for sustainability in science education in Africa: 'learning as connection' an imperative for transformation
Overson Shumba

28. Exploring possibilities of organisational learning-based change and transition towards sustainability
Abel Barasa Atiti

29. We know how they feel: Global Storylines as transformative, ecological learning
Marie Jeanne McNaughton

30. Engaging youth in developing urban plans using geographic information systems and computer visualization
Dennis J. DeBay, James Haley, Sheron Mark, Michael Barnett, Amy Anderson, Eric Strauss, Lindsey Cotter-Hayes, David Blustein and Catherine Wong

31. Active learning about energy and sustainability: the SIEU experience
Lieke Dreijerink and Geja Roosjen

Epilogue

Afterword: let's face the music and dance? (Open Access)
Stephen Sterling

Biographies (Open Access)


Download table of contents of the book 'Learning for sustainability in times of accelerating change'. (PDF file)

       Also available as e-book
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