Research, sustainability and learning
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Research, sustainability and learning
Bridging the gap between science and the practice of learning for nature, the environment and sustainability
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Education for Sustainable Development in Eco-Schools

Education for Sustainable Development in Eco-Schools | Research, sustainability and learning | Scoop.it

This PhD thesis by Jo Anna Reed Johnson explores the extent to which Eco-schools were able to develop whole school approaches to education for sustainable development during the United Nations Decade of Education for Sustainable Development (2005-2014). Current educational systems in many countries do not always allow schools to engage in pedagogies of participation (Lotz-Sisitka 2004, O’Donoghue and Lotz-Sisitka 2006), democratic styles of learning and critical thinking (Sterling 2003), which this study highlighted.


The aim of this study was to examine the vision for education for sustainable development (ESD), being driven by UNESCO, and its reality in practice in two eco-schools, in England and in South Africa. Cultural stories were compared as idiosyncratic cases through a common reporting structure based on aspects of communities of practice (Lave and Wenger 1991) and whole-school approaches (Shallcross 2006a, Shallcross et al. 2006). This book should be especially useful to policy makers, educational scholars, academics and students in the field of environmental education (EE/ESD) in England and South Africa and those in the field of global education agendas.


July 2014

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Message in a bottle - learning our way out of unsustainability

Message in a bottle - learning our way out of unsustainability | Research, sustainability and learning | Scoop.it

Social learning – essential for a more sustainable world

 

"Making the world more sustainable can't succeed without social learning," said Arjen Wals in the spring of 2010 when he accepted the UNESCO- Chair 'Social learning and sustainable development'.

 

Sustainability needs to become part of people's thinking, their way of life and their value system. This requires learning processes that transcend traditional ways of transferring knowledge.

 

When people with different backgrounds come together in an environment in which they feel comfortable and where they get to know each other it will be more likely that new knowledge, energy and creativity emerge. Wals states that these are three essential ingredients needed to develop a sustainable society.

 

Central questions in the UNESCO-Chair research program focus on creating the right circumstances that stimulate and support new ways of learning.

 

Read the entire inaugural lecture: http://www.unesco.nl/nieuws-agenda/nieuws-unesco/2018sociaal-leren-onmisbaar-voor-duurzame-wereld2019

 

Watch the inaugural lecture on Wageningen UR TV: http://wurtv.wur.nl/p2gplayer/sslviewer.html?path=aulatv/2010/05/27/2/video_post.wmv

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Progress in education for Sustainable Development | 2012

Progress in education for Sustainable Development | 2012 | Research, sustainability and learning | Scoop.it

A new report commissioned by UNESCO has reviewed several case studies of national progress in learning and education for sustainable development (ESD). There are a wide range of approaches but, at the heart of all initiatives, are multi-stakeholder and collaborative partnerships which aim to instigate social change towards a more sustainable future.

 

Read more: http://t.co/iE43F7HZ

 

European Commission DG ENV

News Alert Issue 270

27 January 2012

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