26. The SHEEEPS acronym as a framework for confronting wicked problems in times of rapid change

Hensley, Nathan

doi:10.3920/978-90-8686-846-9_26

Cited by 3 publications

(3 citation statements)

References 9 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…These approaches can potentially develop a sense of care in students for the places within which they learn, which can lead to actions to benefit the places. This represents a switch from a 'place-based' to 'place-responsive' pedagogy (Beames 2015), where the student sees the potential of their work to benefit their locality and seeks to take action on behalf of their place (Hensley 2017). This is not an easy process-it is 'messy' in that it may challenge the concept of standardised consistent educational experience for all students (Collier and Ross 2017), a topic covered in other chapters in this book (e.g.…”

Section: Benefits and Challenges Of Connecting With Placementioning

confidence: 99%

See 1 more Smart Citation

Taking Time to Get Messy Outside the Online Classroom

Boyd

2021

Online Postgraduate Education in a Postdigital World

View full text Add to dashboard Cite

Section: Benefits and Challenges Of Connecting With Placementioning

confidence: 99%

“…It acknowledges the multiple connections that are different for everyone involved in the teaching process. Beyond this, lies the concept of super-complex problems, termed 'messy' or 'wicked' (Hensley 2017). These wicked problems may not yet have a solution.…”

Section: Introductionmentioning

confidence: 99%

Taking Time to Get Messy Outside the Online Classroom

Boyd

2021

Online Postgraduate Education in a Postdigital World

View full text Add to dashboard Cite

“…We are in between stories. (Berry, 1978, p. 1) I have been in the field of Curriculum Studies for over a decade and, as the field continues to advance, I have explored place-based education (Hensley, 2011), sustainability studies (Hensley, 2016(Hensley, , 2017, the role of the trickster in education (Hensley, 2018a), and mindfulness in education (Hensley, 2018b(Hensley, , 2020. Through my work in curriculum studies and ecological education, I have found that the environmental humanities provide an integrative framework for understanding sustainability, place, and environmental education.…”

Section: Stories and Sustainability Educationmentioning

confidence: 99%

Re-storying the landscape: The humanities and higher education for sustainable development

Hensley

2020

Högre utbildning

View full text Add to dashboard Cite

In this paper, the environmental humanities provide a lens into sustainability principles and practices within the setting of higher education. In the midst of the planetary crisis represented by the Anthropocene – the geological epoch in which human activity has become the dominant influence on the environment – the humanities can advance the sustainability movement by emphasizing the study of human experience. As we face sustainability challenges such as climate change and biodiversity loss, we encounter questions such as: what kind of education is of most value and how do we engage the environmental humanities as a mode of inquiry to better understand the crucial relationships between humans, place, and sustainability? Addressing these questions requires non-conventional modes of inquiry. Studying the stories of the landscapes that we inhabit is a non-conventional mode of inquiry that nurtures a sense of place. These stories include how the land was shaped by both natural and human forces. Stories of place and the history of how humans have altered it provide crucial insight into the human-Earth relationship. The study of place cultivates interest in infusing lived and felt human experience into the curriculum and pedagogy. Infusing human experience into higher education pedagogy encourages the linking of the sciences with the humanities. These ideas were implemented in a case study in which a swamp located in northwestern Ohio was used to contextualize sustainability education at Bowling Green State University. Such an education-oriented response to the sustainability crisis allows us to formulate new modes of inquiry, to better collaborate across disciplines, and to embrace uncertainty.

show abstract

The Contributions of Creativity to the Learning Process within Educational Approaches for Sustainable Development and/or Ecosocial Perspectives: A Systematic Review

López,

Vázquez-Vílchez,

Salmerón-Vílchez

2024

Education Sciences

View full text Add to dashboard Cite

This systematic review identifies the contributions of creativity to learning and its integration into teaching within educational approaches with an ecosocial and/or sustainable perspective based on scientific publications in the Web of Science and SCOPUS databases, following the PRISMA methodology guidelines. This study establishes a comprehensive understanding of creativity from a sociocultural perspective and examines the relationship between creativity and educational approaches based on sustainable education. The results highlight that creativity is incorporated into teaching in a cross-cutting manner in the ideation, design, and implementation of pedagogical strategies that include diverse techniques, resources, and methodologies. Creativity contributes to learning by being multifaceted and transforming the student experience through the identification, understanding, appropriation, and applicability of concepts. Various strategies and methodologies are identified that promote creativity by involving students in collaborative and reflective processes. Creativity stimulates imagination, interdisciplinary and intercultural integration, and experimentation. The fundamental role of the teacher and the learning environment is emphasized. Finally, the need to integrate creativity into educational plans from these approaches is highlighted, fostering the adaptability to uncertainty and the generation of creative and sustainable responses. This review provides a synthesized and updated resource for teachers and individuals interested in the relationship between creativity, learning, and sustainability.

show abstract

26. The SHEEEPS acronym as a framework for confronting wicked problems in times of rapid change

Cited by 3 publications

References 9 publications

Taking Time to Get Messy Outside the Online Classroom

Taking Time to Get Messy Outside the Online Classroom

Re-storying the landscape: The humanities and higher education for sustainable development

The Contributions of Creativity to the Learning Process within Educational Approaches for Sustainable Development and/or Ecosocial Perspectives: A Systematic Review

Contact Info

Product

Resources

About