Conceptions of ethical competence in relation to action readiness in Education for Sustainable Development

Grice, Marie; Franck, Olof

doi:10.1080/14623943.2016.1269001

Cited by 8 publications

(7 citation statements)

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“…Similarly, Biesta (2016) has argued that by focusing on developing competencies, education fails to contribute to the most important: development of wisdom and ability to judge. Self-awareness competency could also be seen a response to the calls to see the importance of ethical competencies in sustainability education (see Grice and Franck, 2017).…”

Section: Discussion: Toward a More Comprehensive Frameworkmentioning

confidence: 99%

“…The latter idea of what competent graduates are has met with criticism for marketizing higher education, and viewing education purely instrumentally (Allais, 2014;Grice and Franck, 2017). Murtonen et al (2017) criticize the theoretical foundations of competence-based education for being based on behavioral learning theories.…”

Section: The Ambiguity Of the Competence/competency Conceptmentioning

confidence: 99%

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Becoming Self-Aware—How Do Self-Awareness and Transformative Learning Fit in the Sustainability Competency Discourse?

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An ever-growing number of scholars are developing and applying competency frameworks in the context of sustainability education. Despite the strong interest, most of the research has ignored the varying meanings of competency, which can be interpreted as a performed ability, but also as personality development. UNESCO (the United Nations Educational, Scientific, and Cultural Organization) recently suggested self-awareness to be a central sustainability competency. However, the sustainability competency discourse is lacking a thorough analysis of how and if personality development related dispositions can be considered as competencies, how can they be taught in higher education, and how can the potentially transformative experiences resulting from such teaching be considered. This article aims at a deep understanding of the concept of self-awareness and its interpretations. We have reviewed the roots and analyzed the current interpretations of self-awareness in sustainability competency research and explored how the competency frameworks connect to transformative learning. In addition, we give tangible examples from art based and creative practices of design education, in which we have examined how self-awareness is defined and how it connects to transformative learning. The interpretations of self-awareness addressed two perspectives: awareness of oneself and awareness of one’s relation to others and a wider society. Based on our research, becoming self-aware is a process that nourishes transformative learning. We additionally understand self-awareness as a process of internal growth instead of only a performable ability. This needs to be considered when developing the sustainability competency frameworks and their applications in education.

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Section: Discussion: Toward a More Comprehensive Frameworkmentioning

confidence: 99%

Section: The Ambiguity Of the Competence/competency Conceptmentioning

confidence: 99%

Becoming Self-Aware—How Do Self-Awareness and Transformative Learning Fit in the Sustainability Competency Discourse?

et al. 2022

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“…The notion of action in the concept of competence requires that teachers provide instruction that incorporates practical methods of teaching and learning. Such practical considerations could be linked to the concept of action readiness previously introduced by Grice and Franck (2017). It relates to collective, transformative, and transdisciplinary aspects of normative competence.…”

Section: Chapter 5 Research Resultsmentioning

confidence: 99%

“…Kritisk analys i hänseende till epistemiskt och normativt rättfärdigande av handlande inom den normativa domän som hållbarhetsundervisning utgör, kan ur ett filosofiskt pragmatiskt perspektiv presentera en kreativ analys av normativitetsbegreppet. Ett klargörande av normativitetsbegreppet i den pedagogiska praktiken och den normativa domänen hållbar undervisning kan stödja introduktionen av begreppet handlingsberedvillighet, action readiness, (Grice & Franck, 2017), vilket avser överbrygga gapet mellan teori och praktik inom UHU.…”

Section: Summary In Swedish • 111unclassified

Philosophizing with Transdisciplinarity, Relational Knowledge and Ethics in Education for Sustainable Development

Grice

2017

Ethical Literacies and Education for Sustainable Development

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Education for sustainable development (ESD) raises critical questionsregarding what knowledge should be taught and what the learning outcomes should be. The aim of this thesis is to explore epistemological, ethical, and critical dimensions of ESD. There are two empirical sites. One is a transdisciplinary educational project with upper-secondary Swedish students (n=208) from 16 different schools; the other involves teachers (n=158) at a large Swedish upper-secondary school implementing ESD.The research design is emergent, combining empirical and theoretical studies. A questionnaire instrument to explore students' epistemic beliefs (personal theories of knowledge and knowing) was constructed. Exploratory factor analysis identified five dimensions: transdisciplinary, certain, quick, collaborative, and simple knowledge. These showed predictive power in a multiple regression analysis. Another instrument was constructed to examine teachers' ESD competences. Four dimensions were identified.Wicked sustainability challenges require the individual, education, and society to adopt new ways of thinking, learning, and acting. Calls for transformation, supported by supranational organizations, have contributed to an increased focus globally on competence-oriented knowledge in the curriculum. Ethical competence, action readiness, and normative competence are nested concepts explored theoretically in this thesis. Philosophizing with is a central method, which invites epistemology as a voice into the analysis. Transdisciplinary and pluralistic ESD allow for ethical issues to surface in the classroom. It is theorized that an ESD teacher needs to be both morally Preface When I first began to work as a teacher in upper-secondary school, there were five lecturers, holding doctorate degrees, in physics, mathematics, technology, Swedish and English, at my school. I was inspired by them and started as a "shadow" PhD-student in English literature without funding. For a few years I tried to combine full-time teaching with research studies, but in the end I had to choose. Many years later, falling back on a long teaching experience of English and Swedish, an opportunity of funding from a governmental grant (Kammarkollegiet) emerged, and I was able to accept a position as a PhDstudent at the Centre for Educational Sciences and Teacher Education [CUL, Centrum för utbildningsvetenskap och lärarforskning] in Gothenburg. I got a licentiate degree in pedagogical work in 2014, and now, this second leg of research studies, towards a doctorate degree, the municipality of Uddevalla has kindly made it possible for me to study half-time, teaching half-time. Special thanks to my headmaster Tomas Ländström for being instrumental in making this professional development possible, and thanks to Stefan Einarsson, head of Uddevalla gymnasieskola, for investing in this knowledge project, endorsed by the local educational administration of Uddevalla municipality. Thank you! I wish to express deep gratitude to my two supervisors Professor Olof Franck and Associ...

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“…The effectiveness of the information module in educational technologies is presented in the studies of optimal models of ethical development among medical students (Novaes et al, 2013) and the basic principles of ethical development in educational processes (Spector, 2016;Baykara et al, 2015;Grice & Franck, 2017;Schrier, 2015;Boni & Berjano, 2009). …”

Section: Literature Reviewmentioning

confidence: 99%

The Educational Technology of Ethical Development for Students

Song

Ustin

Popov

et al. 2017

EURASIA J MATH SCI T

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The relevance of this work was connected with the problem of ethical competencies forming among future psychologists during their learning in university. The first task of research was to work out the technology of ethical development for studentspsychologists. The structure of this technology included four main educational components: information support, research work, case-study and demonstration reports. Second task was to approve the technology of development of ethical competencies for university students. It was solved through using active learning methods in the context of constructivism approach. The methods of research were: theoretical analysis, "forming" experiment, content analysis, specially organized discussions, modeling, audio and visual methods, used for actualizing of main ethical problems in psychology practice and supporting of discuss processes among students. The main result of work was the new effective technology for learning of professional ethics among students -future psychologists. The technology includes theoretical and practical modules, combined use of which provides effective mastering of ethical competencies by students. Practical significance of the technology lies in the integration of theoretical constructs with active teaching methods and is determined by possibility of its use by teachers and graduate students of higher educational institutions within the framework of the discipline "Professional Ethics" for psychologists. The originality of technology is based on creation of special conditions, where students are given the opportunity to construct knowledge themselves, what increases their interest in discipline and activates the creativity.

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Conceptions of ethical competence in relation to action readiness in Education for Sustainable Development

Cited by 8 publications

References 29 publications

Becoming Self-Aware—How Do Self-Awareness and Transformative Learning Fit in the Sustainability Competency Discourse?

Becoming Self-Aware—How Do Self-Awareness and Transformative Learning Fit in the Sustainability Competency Discourse?

Philosophizing with Transdisciplinarity, Relational Knowledge and Ethics in Education for Sustainable Development

The Educational Technology of Ethical Development for Students

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