Reclaim “Education” in Environmental and Sustainability Education Research

Sund, Per; Lysgaard, Jonas Andreasen

doi:10.3390/su5041598

Cited by 30 publications

(33 citation statements)

References 27 publications

(58 reference statements)

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“…Direct experience is irreplaceable and makes a clear impact, and this is reflected by the respondents themselves retrospectively. Such an experience has a distinct educational effect that supports the educational potential of environmental and sustainability education (Sund and Lysgaard 2013), and it is, in fact, also a possible way of introducing the theme of environmental sustainability as an educational issue in early childhood education, without the need to use discursive constructs (Duhn 2012). Our investigation also confirms the assumption that non-formal and informal education projects (which are thoroughly reflective, engaging in dialogue, mentoring, and self-directed learning) using the natural environment and outdoor stayswhich offer an immediate experience through our senses instead of screens and technological devices -stimulate spiritual well-being (English 2000;Nash 2009).…”

Section: Discussionmentioning

confidence: 99%

Winter outdoor trekking: spiritual aspects of environmental education

Jirásek

Veselský

Poslt

2016

Environmental Education Research

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This text deals with the potential spiritual aspects of being outdoors within the framework of non-formal and informal education. The course being examined was organized by the Vacation School of Lipnice -Outward Bound Czech Republic, and the participants in this course made up the research sample. While the research was not directly focused on the spiritual dimension of the human way of being, our analysis of the interviews (n = 12) and the results of the Prague Spirituality Questionnaire (n = 10) indicate a connection between the fortnight spent trekking through the winter landscape and spirituality in terms of the educational potential it has for personal development. The data obtained in the interviews may be structured into the following main semantic fields connected with nature: naturalness, the element of fire, senses, aesthetic perceptions, bad weather, and spiritual dimension. In the questionnaire respondents were inclined to include factors such as ethical enthusiasm, sense of belonging, and deep ecology. The results may be interpreted as suggesting that due to the immediacy of direct experience the two-week-long trekking journey in the winter landscape (snowshoeing and camping in tents) reinforces a dimension of environmental education that surpasses any rational verification and enters the spiritual realms.

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Section: Discussionmentioning

confidence: 99%

Winter outdoor trekking: spiritual aspects of environmental education

Jirásek

Veselský

Poslt

2016

Environmental Education Research

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“…Sund and Lysgaard (2013) express caution about the risk of focusing on societal outcomes and changing public behaviour rather than on educational processes. One should ask if ESD really promotes the acquisition of knowledge and understanding, and supports the development of independent thought or mainly stresses the aim of behaviour modification through education.…”

Section: Research In Esd/sustainability Educationmentioning

confidence: 97%

Developing Research in Teacher Education for Sustainability: UN DESD via the Journal of Teacher Education for Sustainability

Pipere

Veisson

Salīte

2015

Journal of Teacher Education for Sustainability

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This study marks the end of the UN Decade of Education for Sustainable Development that coincides with the 10th anniversary of the Baltic and Black Sea Circle Consortium on Educational Research (BBCC), and aims to analyse the research output performance of BBCC members and other scholars published in the Journal of Teacher Education for Sustainability (JTEFS) during this last decade. Using the methodology of bibliometric study and literature review, the authors describe the main bibliographic indicators of JTEFS and provide a qualitative and quantitative analysis of the research paradigms and their developmental changes in the papers published by JTEFS (2005ñ2014). The results of the study show that in general the journal has evolved in line with the advanced trends in educational research, research in teacher education, research in sustainability education and sustainability studies in higher education. The analysis of published papers indicates both the progress and issues of research in teacher education for sustainability. The authors conclude with some visionary insights into the further development of JTEFS and this research field in general.To achieve its goals, research in any discipline needs to be disseminated both locally and globally, and for novel fields of study, the establishment of academic periodicals designates a certain maturity and illustrates striving towards academic quality and recognition. This extensive paper is the first attempt to focus on research in the field of teacher education (TE) for sustainability through the publications of the Journal of Teacher Education for Sustainability from 2005 to 2014. This period coincides with the UN Decade of Education for Sustainable Development (DESD); therefore, framing the research development in TE in line with local and global needs and contexts.

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“…The student also has an active role as a learner who constructs new relevant knowledge. (Tani, 2008;Robottom & Hart, 1993;Sund & Lysgaard, 2013) ESD teaching should avoid restricted and normative approaches, which are simply intended to change the students' attitudes or to coach them to cope in an already defined future. Instead, ESD in chemistry should find ways to invite students to democratically participate in individual and global change according to their own ideas and experiences to create a future.…”

Section: Practical Pedagogical Models Of Esd In Chemistrymentioning

confidence: 98%

“…A challenge for ESD in chemistry is to come to the learners' level and ask what their demands or relevancies are in making the change. (Sund & Lysgaard, 2013) Zsóka et al (2013) divided students into five categories (hedonist, techno-optimist, active environmentalist, familiar and careless) according to their environmental knowledge, attitudes, consumer behaviour and everyday environmental awareness. They point out that there is high variety in the level of commitment and interest among students towards sustainability issues, which should be taken into account when designing courses and curricula for them.…”

Section: Introductionmentioning

confidence: 99%

Education for sustainable development in chemistry – challenges, possibilities and pedagogical models in Finland and elsewhere

Juntunen

Aksela

2014

Chem. Educ. Res. Pract.

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ARTICLE This journal isThis article analyses Education for Sustainable Development (ESD) in chemistry by reviewing existing challenges and future possibilities on the levels of the teacher and the student. Pedagogical frameworks that are found eligible in practice are reviewed. Lesson themes that are suitable for implementing socioscientific issues (SSI) related to ESD into basic chemistry education at schools are discussed. Based on this analysis, three new demonstrative pedagogical models for ESD in chemistry are presented to help guide the work of teachers. The models draw on an interdisciplinary reading of research in the field of SSI-based science education, sustainability science, green chemistry and environmental education. The current state of ESD in Finnish chemistry education is used as an example case throughout the article. Two tasks where future development is required were recognised. The first task concerns supporting chemistry teachers in overcoming the challenges with SSI and ESD they face in their work. The second task is to ensure that students are more often provided with more relevant and flexible chemistry content and studying methods.

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Reclaim “Education” in Environmental and Sustainability Education Research

Cited by 30 publications

References 27 publications

Winter outdoor trekking: spiritual aspects of environmental education

Winter outdoor trekking: spiritual aspects of environmental education

Developing Research in Teacher Education for Sustainability: UN DESD via the Journal of Teacher Education for Sustainability

Education for sustainable development in chemistry – challenges, possibilities and pedagogical models in Finland and elsewhere

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