This paper discusses the current status of all aspects of education for sustainable development (ESD) across the United Kingdom (UK), drawing on evidence from its political jurisdictions (England, Northern Ireland, Scotland and Wales), and setting out some characteristics of best practice. The paper analyzes current barriers to progress, and outlines future opportunities for enhancing the core role of education and learning in the pursuit of a more sustainable future. Although effective ESD exists at all levels, and in most learning contexts across the UK, with good teaching and enhanced learner outcomes, the authors argue that a wider adoption of ESD would result from the development of a strategic framework which puts it at the core of the education policy agenda in every jurisdiction. This would provide much needed coherence, direction and impetus to existing initiatives, scale up and build on existing good practice, and prevent unnecessary duplication of effort and resources. The absence of an overarching UK strategy for sustainable development that sets out a clear vision about the contribution learning can make to its goals is a major barrier to progress. This strategy needs to be coupled with the
The author describes a counseling‐focused Learning Community program for 1st‐year college students. It is argued that counseling services can be improved if constructive partnerships are formed among counselors, faculty, and residence life staff. Positive initial assessment data are presented along with suggestions for implementing similar programs.
Some recent work in humanistic (Robbins, 2008) and positive (Martin, 2007) psychology speaks of a renewed focus in the discipline on values, happiness, and notions of the "good life." This renaissance is based on a philosophical concept of goodness that merits further exploration. This article elucidates an ancient concept of "the Good" offered by Plato and Aristotle that undergirds the humanistic (and positive) traditions. These thinkers speak of this Good as the fulfillment of all desire and spell it with a capital "G" to distinguish it from the many other kinds of good that fill our world. This classical understanding of the Good is often eclipsed by modern tendencies to see it as something to fear due to its tendency to cause argument and division. Given humanistic psychology's historical roots in this classical philosophical tradition, a firm conceptual grasp of the Good is vital for understanding many of humanistic psychology's own core ideas, such as inner nature, flourishing, freedom, and culture. I offer a set of propositions at the end of the article that delineate a humanistic psychology that is rooted in the Good.
This article begins as a lamentation over the historical demise of humanistic psychology programs in the United States and considers the critiques and alternatives to the humanistic tradition proposed during such transitions. The article isolates the core elements of the premodern humanistic tradition, outlines the central features of the cultural trend referred to as modernity, and shows how modernity has provided the fuel for most of the major critiques of and alternatives to the humanistic tradition. The article then shows how modernity has even influenced the way that humanistic psychology has appropriated its own premodern tradition. The article concludes with six concrete suggestions for reclaiming humanistic psychology from modernity hopefully setting it on a sounder, more valid, and potentially more effective course for the future.
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