Reflections on the Transformative Power of Environmental Education in Contemporary Societies: Experience from Two College Courses in Greece and the USA

Abstract

In the current information-saturated world of knowledge societies, universities are at risk of training technical experts who hold myopic views of the future, and leaders who are ill-equipped to address the systemic nature of current global ecological, economic, and political crises. In this context, and taking into account the obstacles posed, and the opportunities provided, by contemporary societies, the current paper discusses the design and implementation of courses which not only rely upon, but also increase the transformative power of Environmental Education (EE) and Education for Sustainability (EfS) within Higher Education. We rely on our experience in two college courses, in Greece and the USA, to provide reflections on the integrative, interdisciplinary and collaborative dimensions of EE/EfS and on their ability to challenge neoliberal discourse that permeates contemporary knowledge societies. The qualitative methodology utilized in the paper rests on a self-study research approach and on end-of-term course evaluations filled by the students. We propose that successful design and implementation of EE/EfS courses depends upon the instructors’ (and their institutions’) ability to democratize and rethink the classroom (beyond its physical limits and into the community), to help students self-examine their place in the system, and to create assignments that test the learning process rather than learning outcomes.

From environmental education to education for sustainable development in higher education: a systematic review

“…On the other hand, Marouli and Duroy (2019) introduced a synonym for ESD that was defined as Education for Sustainability (EfS). In their study, they conducted an analysis from the question “what pedagogical approaches and tools should EE/EfS adopt to help students think as critical learners and act as empowered citizens with the aim to envision and design sustainable societies?” The answer to the question was made with a comparison between the USA and Greece.…”

Sustainability Education for the Future? Challenges and Implications for Education and Pedagogy in the 21st Century

“…However, education also changes from below through the daily practices of critical educators, democratic classrooms, or alternative teaching and learning methods that aim to develop critical learners, and critical or empowered citizens. Marouli et al [57][58][59] offer an analysis of this distinction and a heuristic for the planning of the aims of an educational praxis, their implications for the pedagogical methods, and the means/tools to be used for the related goals. "Communities of practice" [60] of critical educators help in enhancing alternative teaching/learning ideas and methods, multiplying the effect, and supporting individual instructors from burnout.…”

Water, Waste Material, and Energy as Key Dimensions of Sustainable Management of Early Childhood Eco-Schools: An Environmental Literacy Model Based on Teachers Action-Competencies (ELTAC)

“…[8], and moreover, new threats are emerging that disrupt the well-being and progress that has been reached so far. The tragic presence of this virus places humanity before another disturbing truth-our fragile relationship with nature [9,10]. It is very time-critical to overcome the environmental, socio-educational, political, economic, and cultural consequences that this situation is causing globally.…”

“…Assuming that a kindergarten teacher can provide relevant knowledge about their teaching practice is a daring and controversial hypothesis, especially given that the production of knowledge has been widely held sacred and regarded as a something prohibitive and inaccessible for the ordinary citizen [9]. Scientific movements in the field of psychology and educational sciences have been rigorously and tenaciously claiming the value of another type of professional knowledge and for types of practical theories that are less universal, more localised and functional, linked to the trends of research in the classroom [10], to the role of the teacher as a reflective professional [11,12], and to teaching as an evidence-based professional activity [13].…”