ESD Pedagogy: A Guide for the Perplexed

Abstract

ABSTRACT:The present article addresses issues regarding implementation of Education for Sustainable Development (ESD) within the formal education systems. In particular, it aims at identifying the basic essential components of ESD pedagogy. We present a theoretical pedagogical framework based on accumulating theory and experience in the field. The framework aspires to encompass the majority of prevailing pedagogies within a simple set of four basic principles. It will be argued that the four principle pedagogies are basic and indispensable prerequisites for achieving the goals of ESD. As such, lack of one suffices to undermine the ESD's pedagogical construct.

Education for sustainable development (ESD): the turn away from ‘environment’ in environmental education?

“…McKeown and Hopkins 2003, 123), ESD is a dominant perspective of EE (Sauvé,29) or EE has in fact become ESD (e.g. Ärle-malm-Hagsér and Sandberg 2011; Eilam and Trop 2010). Important distinctions between the goals of EE were made by Lucas (1979) 'in', 'about' or 'for' the environment in order to avoid misunderstandings about the intended type of EE.…”

“…Jickling and Wals 2007) and The Journal of Environmental Education (e.g. Eilam and Trop 2010). 2 This article has two broad aims instructed by the openly ecocentric position of the author.…”

Design Criteria for Visual Cues Used in Disruptive Learning Interventions Within Sustainability Education

“…Thus, learners of sustainability need to be disrupted, stimulating engagement with their own values in the context of sustainability in order to identify and re-orient anthropocentric values. Emotions are key to stimulate the process of ethics and values clarification (Eilam & Trop, 2010) and are essential to give meaning to life, as they support the ability to transform and make sense of perception, thoughts, and actions (De Sousa, 1987). Moon (2008) defines ëemotional insightí as a type of learning that includes an unexpected, recognisable re-orientation of onesí individual outlook, but where processes that resulted in this shift are unconscious.…”

Real World Learning: a critical analysis

“…The involvement of different areas in the learning process is also recommended by other authors (Eilam, & Trop, 2010), while the theory of intercontextual transfer is still a matter of investigation (Priest, & Gass, 2005;Sibthorp, Furman, Paisley, Gookin, & Schumann, 2011;Mughal, & Zafar, 2011).…”