Phenomenological versus Instructional Approach to Curriculum Formation for Sustainable Development: A Lithuanian Case Study

Abstract

The policy and philosophy of school curriculum formation in this article is interpreted from phenomenological and critical pedagogy perspectives. The main features of the phenomenology, set against the instructional method for an individual’s development, and his/her relationship with the surroundings, are herein explicated. The distinction between these two methodological standpoints towards sustainable development results is presented using the Lithuanian case. The research hypotheses tested are: the Lithuanian common curriculum is not convenient for teaching dialogue and critical thinking and furthermore cannot help foster students’ abilities to understand unique world phenomena. Content analysis results of the national curriculum presented in this article help prove the tested hypotheses. Improving the curriculum appears to be merely an imitation of change and one that produces new instructions for setting limitations upon teachers’ creativity.

Regional Centres of Expertise (RCEs), Green Economies and Education for Sustainable Development (ESD) as Dialogue: Who is Expert?

“…As central to civil society, dialogue is understood in its simplest terms as a conversation, yet may be considered further as essentially ‘a connection with the other ’ or rather, a mutuality grounded in the understanding that ‘the existence of one cannot be disconnected from the existence of the other ’ (Merleau-Ponty, 2000, as cited in Duobliene, 2013, p. 43; italics in original). Based on its Greek origins2, Bohm (1996) likens dialogue to a ‘ stream of meaning flowing among and through us and between us’ (p. 6).…”

Educational Modules on the Power-to-Gas Concept Demonstrate a Path to Renewable Energy Futures

“…Incorporation of this experiment into existing science education curriculum provides current and future generations with the capacity to develop and implement sustainable social and economic development models that include renewable energy technologies and the multidisciplinary skills necessary for their application. 23,24 This is particularly important in developing countries where sustainable development and livelihoods are often restricted by a lack of energy supply and security. 25,26 Indeed, sustainable development would not be possible in any country without a society's ability to increase its electricity consumption and therefore production when required.…”

“…To do this, we provide an example experiment of Sabatier’s reaction. Incorporation of this experiment into existing science education curriculum provides current and future generations with the capacity to develop and implement sustainable social and economic development models that include renewable energy technologies and the multidisciplinary skills necessary for their application. , This is particularly important in developing countries where sustainable development and livelihoods are often restricted by a lack of energy supply and security. , Indeed, sustainable development would not be possible in any country without a society’s ability to increase its electricity consumption and therefore production when required . Thus, to ensure the eventual take-up and adoption of renewable energy technologies, greater access is required, through education, to technologies that not only are cleaner, cheaper, and reliable substitutes but also allow for continued economic growth and the alleviation of poverty…”

Education for Sustainable Development: Enhancing Climate Change Adaptation Expertise in Developing Countries

“…Science education that prepares the coming generations for a future that includes sustainable, stable and successful social and economic development will require multi-disciplinary skills (Duobliene, 2013). The skills include relevant science content, futures thinking and problem solving for issues we do not yet know are problems and those that already exist (Fahey, 2012).…”