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ERIC Number: EJ800454
Record Type: Journal
Publication Date: 2008
Pages: 12
Abstractor: As Provided
Reference Count: 50
ISBN: N/A
ISSN: ISSN-1467-6370
Higher Education for Sustainability: Seeking Affective Learning Outcomes
Shephard, Kerry
International Journal of Sustainability in Higher Education, v9 n1 p87-98 2008
Purpose: The purpose of this paper is to interpret aspects of education for sustainability in relation to educational theories of the affective domain (values, attitudes and behaviours) and suggest how the use of these theories, and relevant experience, in other educational areas could benefit education for sustainability. Design/methodology/approach: An analysis based on a literature review of relevant educational endeavours in affective learning. Findings: This paper suggests that most teaching and assessment in higher education focus on cogitative skills of knowledge and understanding rather than on affective outcomes of values, attitudes and behaviours. Some areas of higher education, however, have effectively pursued affective outcomes and these use particular learning and teaching activities to do so. Key issues for consideration include assessing outcomes and evaluating courses, providing academic credit for affective outcomes, key roles for role models and designing realistic and acceptable learning outcomes in the affective domain. Practical implications: Educators for sustainability could use this relevant theoretical underpinning and experience gained in other areas of education to address the impact of their own learner-support activities. Originality/value: Educators have traditionally been reluctant to pursue affective learning outcomes but often programmes of study simply fail to identify and describe their legitimate aims in these terms. This paper emphasises the application of a relevant theoretical underpinning to support educators' legitimate aspirations for affective learning outcomes. It will also help these educators to reflect on how the use of these approaches accords with the liberal traditions of higher education.
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: Practitioners
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: N/A