Harmonizing ecological sustainability and higher education development: Wisdom from Chinese ancient education philosophy

Chen, Xiaoxia

doi:10.1080/00131857.2018.1501677

Cited by 7 publications

(7 citation statements)

References 10 publications

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“…Without a doubt, the role of HEI is to educate students and help develop their environmentally ST but also some skills/behaviors that will assist them in reaching the environmental sustainability requirements [1][2][3]. Over the past 40 years, the promotion of sustainable, pro-environmental behavior has been the primary goal of environmental education [36].…”

Section: Discussionmentioning

confidence: 99%

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Development of Sustainable Thinking by Information Literacy

2021

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Developing the sustainable thinking of students is an important preoccupation of specialists, teachers, and civil society. Information literacy represents the development of students’ skills to search, identify, evaluate, and ethically use scientific information. Is there a connection between sustainable thinking (ST) and information literacy (IL)? Through a scientometric study in the Web of Science (WOS) database, the authors identify clusters of keywords, analyze the articles identified in WOS, and identify the main research directions and the existing concepts. At the same time, a qualitative research study is performed regarding the opinions of students who participated in the IL class. By corroborating and interpreting the results obtained by the two previously mentioned research, the authors demonstrate a close correlation between the two, thus creating an extended map of these concepts, a limited map of the concepts used, and a theoretical map of the concepts. The connection between information literacy and the development of ST is demonstrated, thus creating the premise for a new research direction.

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Section: Discussionmentioning

confidence: 99%

“…It is claimed and demonstrated that higher education institutions (HEIs) play a major role in readying the future generations for a sustainable society [1][2][3], thus approaching different aspects of achieving this challenge of the present society [4].…”

Section: Introductionmentioning

confidence: 99%

Development of Sustainable Thinking by Information Literacy

2021

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“…Moreover, sustainability education needs collective efforts, and Confucian collectivism can actively promote the implementation of sustainability education by combining the fostering of responsible and capable individuals and collective learning with global perspectives (Liu & Constable, 2010). Similarly, the (Neo-)Confucian ideas of the unity of knowing and acting (zhi xing he yi) and reflection also can make sure to achieve participatory skill competency of sustainability education (Chen, 2019). The relationship between Confucian education and science education for sustainability is mapped in Fig.…”

Section: Confucianism and Sustainability In Science Educationmentioning

confidence: 99%

“…As Chinese scholars look back to Chinese traditional culture, they find that Confucian wisdom about friendly living in nature has potential value to deal with modern ecological problems by leading action towards a sustainable future (Chen, 2019;Chen & Bu, 2019;Cheng, 2013). Confucian ecological ethics, as a cosmological metaphysics, emphasizes that humans and nature are one dynamic, holistic, and organic body, where humans harmoniously and sustainably live together with all the things in nature (Chen & Bu, 2019;Li et al, 2012;Tu, 1998, Tucker, 1991.…”

Section: Introductionmentioning

confidence: 99%

Education for Sustainability Meets Confucianism in Science Education

Sjöström

Ding

et al. 2022

Sci & Educ

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Confucianism provides a specific view on the world held by many people living in several Asian societies. It offers views on humans and nature that generally differ from other traditional or Western modern views. The paper presents a systematic analysis of the literature in education with a focus on science education about the connection of Confucianism with education for sustainability. It suggests a framework for how education for sustainability can be operated in the foreground of Confucian societies taking concepts from the international literature into consideration. This critical review provides justification for a stronger reflection about how to include ideas from Confucianism into education for sustainability in the teaching and learning of science. It suggests that Confucian thinking offers a rich and authentic context for science learning in Confucian societies and and also provides a chance to reflect on views of humans, nature, and science in science education in other societies, potentially contributing to the development of more balanced and holistic worldviews.

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“…Education is one of the important factors in sustainable development of countries. [ 1 2 3 ]. It could improve economic growth, equity, and welfare.…”

Section: Introductionmentioning

confidence: 99%

Eliciting preferences of professors and medical group students for evaluation methods of theoretical courses

Karyan

Rezaei

Etesami

et al. 2021

Journal of Education and Health Promotion

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BACKGROUND: Evaluation has become an inseparable part of education process which gives feedback to students and professors to improve education quality. This study aimed to elicit preferences of professors and students about attributes of evaluation methods in theoretical courses in Kermanshah University of Medical Sciences, Iran, in 2018. MATERIALS AND METHODS: Discrete choice experiment (DCE) method used for eliciting preferences of participants of the study. A narrative literature review and interview with eight professors and ten students conducted to determine attributes and levels of evaluation methods in the university. Furthermore, experimental design used for making final choice sets of the evaluation methods. We included 213 students and 30 professors in the study. Conditional logistic regression model performed to data analysis. RESULTS: Most of the professors (36.67%) preferred to allocate up to 30% of evolution scores to midterm examination. However, the most percentage of students (30.45%) were agree to include midterm examination up to 15% of total scores. The majority of students prefer to examination questions compromise just presented materials, while 70% of professors prefer to include additional texts for evaluation examinations. In case of quiz examination, professors in comparison with students prefer that quiz should have higher proportion of total scores. DCE analysis indicated that professors and students preferred a mix of questions in examinations. In addition, additional resources beyond what is taught in class made utility for professors and disutility for students. Quiz, also, increased the utility of an evaluation package in professors. CONCLUSION: The findings showed that there is a gap between preferences of professors and students regarding some attributes of evaluation methods such as student's discipline, examination materials, and quiz. Further studies are needed to examining other attributes of evaluation methods in theatrical and practical courses in Iran and other contexts.

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Harmonizing ecological sustainability and higher education development: Wisdom from Chinese ancient education philosophy

Cited by 7 publications

References 10 publications

Development of Sustainable Thinking by Information Literacy

Development of Sustainable Thinking by Information Literacy

Education for Sustainability Meets Confucianism in Science Education

Eliciting preferences of professors and medical group students for evaluation methods of theoretical courses

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