How not what: teaching sustainability as process

Transforming sustainable food and waste behaviors by realigning domains of knowledge in our education system

“…In spite of our critiques of declarative knowledge, there is still clearly a place for technical, ecological information in our education system (DuPuis & Ball, 2013). Even though our analysis indicates that declarative knowledge does not predict participation in sustainability-related behaviors, this form of knowledge is still a critical component of sustainability literacy (Monroe, 2003).…”

“…First, we emphasize that sustainability knowledge is not confined to scientific information or codified facts; rather it incorporates subjective ways of knowing that allow for diverse values and perspectives. In order to educate for sustainability in a way that integrates different ways of knowing, pedagogical approaches must also become more reflexive, integrative, and collaborative (Dupuis & Ball, 2013). Hence, the approach taken here also suggests a need to depart from didactic pedagogies in which an expert disseminates facts to passive recipients.…”

University food gardens: a unifying place for higher education sustainability

“…Team projects and developing cooperation among students is a key skill that higher education must teach (Chickering and Gamson, 1987). Dupuis and Ball (2013) elaborate: teaching sustainability must go beyond simply "what" (facts) and into "how"-this includes interactive, collaborative projects and practice-based knowing. We must put students in situations where they must collaborate in groups and learn from others with different worldviews: students need to hear other opinions (Biedenweg et al, 2010).…”

Colloques et documents : comptes rendus

“…Catherine Fallon (SPIRAL, University of Liège, Belgium) described how she trained students in focus group methodology, training them in the complex logistics of bringing people involved in a controversy together in one room, and thereby enabling students to see different points of view in action 10 . Mélanie DuPuis (Pace University, USA) described a class activity in which students had to both singly and jointly rank the sustainability of packages, with the goal of understanding not the most sustainable packages but the process by which people with different points of view made decisions together 11 . Frédérique Vincent (Institut supérieur d'ingénierie et de gestion de l'environnement, France) described the various games she designed to show students how to solve city planning problems in partnership with actual stakeholders.…”