Planning for sustainability as a learning concept

Meppem, Tony; Gill, Roderic

doi:10.1016/s0921-8009(97)00117-1

Cited by 140 publications

(79 citation statements)

References 35 publications

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“…Transdisciplinarity is characterised by knowledge production that is problem-focused, draws knowledge and methods flexibly from diverse sources, involves collaboration between academic disciplines and other parts of society, and produces knowledge that is 'socially robust' (Wickson et al 2006;Thompson Klein et al 2001;Nowotny et al 2003). Such approaches are promoted for their ability to tackle complex real-world problems, particularly associated with sustainability (Thompson Klein 2004;Rapport 2000;Meppem & Gill 1998).…”

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confidence: 99%

Double degrees: double the trouble or twice the return?

2007

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Double degrees (also called joint or combined degrees) -programs of study combining two bachelor degrees -are increasingly popular in Australian universities, particularly among women. A case study using qualitative and quantitative surveys of current and past double degree students is presented. The study indicates that double degrees benefit students in providing a broad education and increasing skills and options. However, benefits are not fully realised because of administrative difficulties, lack of support and absence of 'learning communities'. These problems arise because double degrees sit outside the disciplinary structure of universities. As such, however, double degrees have potential to provide transdisciplinary education. We suggest initiatives that would improve the experience, performance and persistence of double degrees students. They would also build the skills of integration, boundary work, communication and teamwork associated with transdisciplinarity. These skills not only equip students for a range of employment; they are sorely needed in society. AbstractDouble degrees (also called joint or combined degrees) -programs of study combining two bachelor degrees -are increasingly popular in Australian universities, particularly among women. A case study using qualitative and quantitative surveys of current and past double degree students is presented. The study indicates that double degrees benefit students in providing a broad education and increasing skills and options. However, benefits are not fully realised because of administrative difficulties, lack of support and absence of 'learning communities'. These problems arise because double degrees sit outside the disciplinary structure of universities. As such, however, double degrees have potential to provide transdisciplinary education. We suggest initiatives that would improve the experience, performance and persistence of double degrees students. They would also build the skills of integration, boundary work, communication and teamwork associated with transdisciplinarity. These skills not only equip students for a range of employment; they are sorely needed in society.

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confidence: 99%

Double degrees: double the trouble or twice the return?

2007

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“…Upon presenting these views, they attempt to change the perceived oppression through constructive methods (i.e dialogue) which allows them to act in direction of a collective response, in respect of those who have been oppressed by the system. Within sustainable development, such dialogue-oriented platforms have been identified as pertinent in bringing a more democratic and inclusive approach to bringing of learning among those involved for development of partnership and collaboration [21] . Dialogues are important communicative platforms in which we could address our differences constructively and reflexively in effort to build a collective through learning [17].…”

Section: What Is Liberatory Pedagogy?mentioning

confidence: 99%

Linking Liberatory Pedagogy to Engineering and Sustainable Development

2018

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Abstract. This paper is written to link liberatory pedagogy with engineering education and sustainable development Its application to specifically, design education for community is explored through deconstructing of engineering student narratives to place understanding of power and privilege in a specific learning setting. The use of liberatory pedagogy for design education and SD is attempted where there is need of changes in understanding of learning outcomes for SD aimed at producing of sustainable physical products to address SD problems in communitybased projects. We argue against the simple-minded approach of producing physical products and undermine the intersections of other knowledge forms within the community context. Without pedagogic intervention, we undermine other knowledge forms and cultures in its importance amidst technical knowledge seen as which is valid for SD. Extending liberatory pedagogy to constructivists' perspective we discuss the importance of intervention in the broader image of the engineer as the technical expert who share knowledge in partnership for SD.

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“…Others have drawn a parallel between sustainable development and the Kolb Cycle (Hutchcroft, 1996) and explored sustainable development as an essentially learning process (Meppem and Gill, 1998).…”

Section: " -Identification Of and Agreement On The System Stakeholdementioning

confidence: 99%

Delivering sustainability therapy in sustainable development projects

Bell

Morse

2005

Journal of Environmental Management

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This paper explores the apparent contradiction between the 'linearity' of most Sustainable Development projects, with time-bound and defined outputs achieved at a fixed cost, and an implied 'circularity' of the theory whereby there is no 'end'. Projects usually have clear parameters within which they are implemented, and the inclusion of elements such as the need for accountability, measurable impact and 'value for money' have grown in importance. It could be argued that we live in a 'projectified' and therefore linear world. The paper explores the potential contradiction between 'linearity' and 'circularity', and suggests that one way around this is to frame the project within a form of the Kolb Learning Cycle heuristic. This will facilitate a rationalisation from those implementing the sustainable development project as to why decisions are being made and for whom. If these questions are opened up to the project stakeholders, including beneficiaries, then the Kolb cycle could encourage learning and understanding by all involved. It could also provide Sustainability Therapy to those trapped in processes which they find orthogonal to their own perceptions. It is suggested that such learning, therapy and reflective practice should be a valid output of the sustainable development project, although typically the focus is only upon the final outputs and how they feed into policy. Ironically funders would be well advised to take a broader perspective in order to achieve true 'value for money' within such projects, even if learning is not an easily measurable or tangible outcome. These points are explored within the context of the wider literature and experience with a sustainable development project undertaken in Malta.

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Planning for sustainability as a learning concept

Cited by 140 publications

References 35 publications

Double degrees: double the trouble or twice the return?

Double degrees: double the trouble or twice the return?

Linking Liberatory Pedagogy to Engineering and Sustainable Development

Delivering sustainability therapy in sustainable development projects

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