Beyond the Western Horizon in Educational Research: Toward a Deeper Dialogue About Our Interdependent Futures

Silova, Iveta; Rappleye, Jeremy; You, Yun

doi:10.1177/2096531120905195

Cited by 24 publications

(8 citation statements)

References 29 publications

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“…Moreover, this dichotomy itself is not universal but instead emerges from the Western philosophical and historical tradition, particularly after the political rupture that is modernity (Komatsu and Rappleye 2017b). We thus recommend thinking beyond dichotomies and beyond the Western horizon for alternatives (Rappleye and Komatsu 2020;Silova et al 2020).…”

Section: Alternatives To Scl?mentioning

confidence: 99%

Student-Centered Learning and Sustainability: Solution or Problem?

Komatsu

Rappleye

Silova³

2021

Comparative Education Review

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While discussions surrounding education for sustainable development (ESD) are diverse, most scholars and policy makers view student-centered learning (SCL) as axiomatic. In contrast, we argue that promoting SCL potentially stymies educational contributions to sustainability by extending a culturally specific belief in ontological individualism. We first highlight that countries committed to SCL tend to be dominated by ontological individualism and then show that these same countries score lower on a range of social and environmental sustainability indices. Moreover, countries where the belief in ontological individualism reigns tend to be liberal market economies, an institutional arrangement largely ineffective or even detrimental to social and environmental sustainability. In raising these issues, we seek less to provide a definitive account of the key relationships than to catalyze a deeper conversation about how to reimagine the taken-for-granted logics of education as the sustainability imperative looms.

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Section: Alternatives To Scl?mentioning

confidence: 99%

Student-Centered Learning and Sustainability: Solution or Problem?

Komatsu

Rappleye

Silova³

2021

Comparative Education Review

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“…The research investigates the advantages and problems of transition to online learning (Wang & Zhang, 2019 ). Many scholars interpret learning as an active process in which students are creators of feelings as well as the actors who develop coherent and organized knowledge (Silova et al, 2020 ). Developing within the student-centered learning, the constructivist ideas emphasize the student responsibility and the role of a teacher.…”

Section: Introductionmentioning

confidence: 99%

Organization of Student-Centered learning within the Professional Training of a future teacher in a Digital Environment

Абдигапбарова

Zhiyenbayeva

2022

Educ Inf Technol

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In recent years, student-centered learning has undergone significant changes influenced by the introduction of the competency-based approach to the digital learning environment. The new approach places a teacher at the center of the educational process taking into account professional competencies and personal interests of educators to foster the improvements of methodological, organizational, and technological support of personalized learning. The sample (N = 36) consists of the 3rd year students of University (KazNPU). The research methodology uses the following metrics to test the psychological and emotional characteristics of students: Communication Skills Assessments and Analysis of Cultural and Value Orientations. The study revealed a background of discomfort with the current system of education - about half of the respondents experience psychological and emotional stress due to the current education format. In addition, after the implementation of the program it was found that the SCL configuration model, applied to distance learning, had a significant impact on students. Statistical analysis of the chi-square indices of general fit (χ2 = 122.77) shows a good fit to the set of data points. The results can be used by educators and in future research to analyze the feasibility and advantages of digital educational processes in other geographical regions.

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“…To identify potential interventions for shifting students’ self-construal, universities may learn from indigenous cultural resources. Traditions in many non-western countries still hold the idea that learning should cover both cognitive and ontological dimensions (Shiah, 2016; Silova, 2020; Silova et al, 2020; Tabulawa, 2013; Wang, 2016; You, 2019), as well as place a heavy emphasis on shifting ontological framework of self (Komatsu & Rappleye, 2017a; Nishihira & Rappleye, 2021). More importantly, several traditional cultures including those in East Asia assume that realizing interdependence between oneself and nature is one explicit goal of learning (Komatsu & Rappleye, 2020; Frazer, 2006; Takayama, 2020; Tobin et al, 2009; Zhao, 2015).…”

Section: Discussionmentioning

confidence: 99%

Measuring the Transformation of University Students’ Self-Construal for Greater Environmental Sustainability

Komatsu

Lin

et al. 2022

SAGE Open

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University campus sustainability projects frequently aim to promote ecological behavior of their community members. However, these projects rarely consider the level of students’ self-construal, the view of self held by members of the university community (i.e., whether the self is viewed as independent or interdependent with nature). This runs counter to the findings in psychology that people’s behavior is strongly affected by their self-construal. We thus conducted an exploratory attempt to include self-construal measurements into a campus environmental sustainability project at National Taiwan University. We specifically examined whether the university had contributed to the transformation of students’ self-construal for greater environmental sustainability. Toward this end, we first confirmed that a psychological scale for self-construal, the connectedness to nature scale (CNS) that had been mainly tested in Western contexts, successfully predicted the likelihood of students’ ecological behaviors (e.g., reducing waste) in an East Asian context. We found only a small difference in the CNS between students for different academic years, which suggests that the university was unsuccessful in transforming students’ self-construal for greater sustainability. This finding resonates with the practice of universities in the modern era to emphasize cognitive dimensions of learning rather than ontological dimensions. Our results thus suggest that mainstreaming ontological dimensions would be one potential way for universities to move toward campus sustainability.

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Beyond the Western Horizon in Educational Research: Toward a Deeper Dialogue About Our Interdependent Futures

Cited by 24 publications

References 29 publications

Student-Centered Learning and Sustainability: Solution or Problem?

Student-Centered Learning and Sustainability: Solution or Problem?

Organization of Student-Centered learning within the Professional Training of a future teacher in a Digital Environment

Measuring the Transformation of University Students’ Self-Construal for Greater Environmental Sustainability

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