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Descriptors:
Qualitative Research; Transformative Learning; Scholarships; Environmental Education; Sustainable Development; Foreign Countries; Educational Experience; Nontraditional Education; Higher Education; Sustainability

Abstract:
This paper explores the impact of short immersive residentials at a radical institution for staff currently working in a mainstream one; in this instance, at Schumacher College for those at the nearby University of Plymouth (UK). Schumacher is an independent, alternative college offering residential courses in "transformative learning for sustainable living". Using a qualitative research design, we explore the potential of a University staff Scholarship Scheme partnering with Schumacher to catalyse change towards sustainability in the university's curriculum and pedagogy. Our findings suggest that whilst many of the scholarships realised their anticipated potential to effect change, there was no simple correlation between the scholars' learning and experience at Schumacher and their subsequent personal and professional change. However, since the Plymouth-Schumacher route offers a promising pathway to bring innovation and fresh ideas into thinking and practice, the paper also explores how the mainstream and the radical could interact to better effect, drawing on wider thinking on the principles, challenges and tensions of pursuing sustainability, partnership, institutional learning and change. (Contains 4 notes, 1 figure, and 2 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Learning Theories; Socialization; Environmental Education; Models; Transformative Learning; Social Change; Resilience (Psychology); Sustainability; Adult Education

Abstract:
This explorative paper works across discourses to suggest the possibility and potential of an integrative paradigm for sustainability education that reconciles instrumental and intrinsic educational traditions, informed and infused by resilience theory and social learning. It argues that such an integrative view is required in the context of the urgency of building more resilient local social-ecological systems (SES), and that such a view offers the possibility of new energy and direction in the sustainability education debate. The paper is essentially a thinkpiece that attempts to look at touchstones between discourses to suggest the possibilities and potential of mutual illumination and better integration. The paper begins by reviewing tensions between an instrumentalist view and an intrinsic value view of environmental and sustainability education, the former seeing such education as a means to individual and social change, the latter upholding the primacy of the autonomous learner who, secondarily may--or may not--take action towards sustainability. The paper then considers the discourse of the resilient learner, before reviewing social learning literature linked to resilience and discussing how far these various views can be brought together and reconciled. Parallels are made with tensions in the debate on sustainability when seen as a desirable ideal, or as a process. Transformative learning theory is then introduced in relation to addressing the paradox of resilient but maladaptive worldviews and the need to educate for resilience. The paper concludes with an argument for a transformative education paradigm--"sustainable education"--which necessarily integrates instrumental and intrinsic views and which nurtures "resilient learners" able to develop "resilient social-ecological systems" in the face of a future of threat, uncertainty and surprise. (Contains 2 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Global Education; Educational Change; Sustainable Development; Sustainability; Values Education; Educational Philosophy; Educational Practices; World Views; Relevance (Education); Environmental Education; Educational Development

Abstract:
The importance of recognising the mismatch between a shared perception of separateness in Western thinking and the systemic and inevitably participative nature of the world is outlined. The article then traces the development of forms of "education for change" that seek to address sustainability issues that stem from dissociation, and notes that diversity of forms has led to a degree of fragmentation, while calls for an integrative and coherent approach to educational reform are becoming stronger. Less attention and loyalty should be paid to labels, and more to meaning and values informing educational thinking and practice. Whilst diverse forms of education for change have value, an imperative remains to rethink education more widely so that it is fully responsive to the times we live in. A plea for "sustainable education" denoting a change of educational culture that is at heart relational and in accord with the Earth Charter, is made. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Higher Education; Learning Experience; Student Experience; Improvement Programs; Sustainable Development; Curriculum Development; Research and Development Centers; Institutional Research; Institutional Characteristics; Foreign Countries; Environmental Education; Educational Research

Abstract:
The Higher Education Academy (HEA) is a UK-wide organisation that works with higher education institutions and 24 discipline-based Subject Centres to improve the student learning experience. This paper outlines the work of one of its initiatives, the HEA ESD Project. While a small part of the Academy's overall work, the Project is attracting increasing interest and engagement from the academic community as education for sustainability moves up the agenda of concerns in higher education. A discussion about the context for sustainability in the higher education curriculum and the challenge that this presents to higher education as a whole is presented, and this is followed by a selective account of the ESD Project's recent and current work. (Contains 1 note.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Higher Education; Foreign Countries; Sustainable Development; Educational Trends; Educational Indicators; Educational Practices; Educational Development; Educational Policy; Policy Analysis; Politics of Education; Environmental Education; Educational Research

Abstract:
This paper provides a commentary on education for sustainable development (ESD) within higher education (HE) in England, set against the wider international and European background. The recent history of attempts to clarify ESD and its implications for higher education institutions is outlined, and some of the tensions between a developing agenda and the autonomy of universities are reviewed. The paper presents a summary of positive and negative trends and concludes that while the near future is likely to see ESD achieving a higher profile in HE, the question as to whether this signals a fundamental shift of policy and practice remains unresolved. It concludes with a commentary on recent empirical research that surveyed sustainable development focused work in English universities, and points to issues that might usefully be pursued when such research is build upon. (Contains 1 table and 9 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Case Studies; Change Strategies; Criticism; Ecology; Educational Change; Educational Needs; Educational Principles; Elementary Secondary Education; Futures (of Society); Higher Education; Holistic Approach; Quality of Life; Role of Education; Sustainable Development; World Views

Abstract:
Today, most learning is functional or informational learning, which is oriented towards socialization and vocational goals that take no account of sustainability. This has been reinforced in Western educational systems by the introduction of a managerial view of education which has paralleled recent economic restructuring. This modernist educational paradigm derives from a broader social and cultural paradigm, which is fundamentally mechanistic and reductionist. There is a poor fit between this dominant paradigm and our experience of increasing complexity, interdependence, and systems breakdown in the world. Asserting education for sustainable development within the present educational framework can only meet with limited success, as such forms of educational change are marginalized by the mainstream. The real need is to change from transmissive toward transformative learning, but this in turn requires a transformed educational paradigm. Educators for change need a clearer understanding of an ecological, participatory worldview from which a strong ecological educational paradigm and culture can be developed. Realization of a sustainable education paradigm requires vision, image, design, and action from all concerned with achieving healthy, ecologically sustainable societies. Time is critically short to make the educational changes necessary to ensure a secure future. Case studies that exemplify a more ecological educational paradigm are presented in the areas of government, nongovernmental organizations, schools, teacher education, higher education, and business and professional practice. An appendix to the booklet presents a list of 38 resources. (Contains 71 references.) (TD) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
British National Curriculum; Core Curriculum; Curriculum Development; Educational Development; Elementary Secondary Education; Environmental Education; Foreign Countries; Government Role; International Cooperation; Nonformal Education; Philosophy; Postsecondary Education; Professional Training; Vocational Education

Abstract:
The purpose of this annual publication is to report, evaluate, encourage, and help guide progress in Environmental Education (EE) in the United Kingdom and to provide information on important initiatives and comparative international developments. Issues and priorities are identified with an emphasis on current EE philosophy rather than practice and methodology. In this issue, articles cover a range of topics including the following: the White Paper on the Environment, issued by the British Government, and Curriculum Guidance 7, Environmental Education, from the National Curriculum Council; global perspectives; review of 1990 achievements of British EE; EE developments in Scotland, Wales, and Northern Ireland; local authority policies; the National Curriculum; core skills; pre-service and in-service teacher education; youth service; the Bergen conference; dangers of the evangelical approach to EE; teaching about the greenhouse effect; networking in Scotland; case study of the Milton Keyes community EE program; EE information technology; the Environment, Community, Arts Network; primary school teachers and EE; EE in the Netherlands; and education for sustainable development. An "Updates and News" section contains reports on global environmental education, on recent developments regarding the 1988 European Resolution on Environmental Education, and on the Learning through Landscapes Trust. A book review section is included, and a subscription order form is attached. (MCO) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Cultural Context; Ecology; Environmental Education; Ethics; Holistic Approach; Intellectual History; Philosophy; Quality of Life; Systems Approach

Abstract:
Proposes that a new systemic, organic world view is needed to guide future thought and action for the environment. States that an understanding of history is critical in the development of an integrative environmental ethic. Also offers a philosophical framework that recognizes the integrity of human communities and natural systems. (ML)

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Descriptors:
Educational Trends; Elementary Secondary Education; Environmental Education; Foreign Countries; Global Approach; Interdisciplinary Approach; Program Descriptions; Science Education

Abstract:
Reports on the current status of and trends in environmental education in England and Wales. The structures of the schools and governing bodies in these countries are also explained. Improvements in programs as a result of environmental interest groups and mounting awareness of problems are anticipated. (DH)

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