The creative use of companion values in environmental education and education for sustainable development: exploring the educative moment

Garrison, Jim; Östman, Leif; Håkansson, Michael

doi:10.1080/13504622.2014.936157

Cited by 40 publications

(25 citation statements)

References 24 publications

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“…It should also be mentioned that within the general ESE literature, philosophical perspectives are often explored: e.g. issues of pluralism (Lijmbach et al 2002;Öhman 2006;Rudsberg and Öhman 2014), ethical and normative perspectives (Gough and Scott 2006;Jickling 2004Jickling , 2009Kronlid and Öhman 2013;Öhman 2016), values (Garrison, Östman, and Håkansson 2015;Manni, Sporre, and Ottander 2016), ecofeminism (Fawcett 2000;Harvester and Blenkinsop 2010), deconstructionism approaches (Bai et al 2015;Gough and Price 2004). Many of these authors use pragmatism (see Sections 1.3 and 3) as a theoretical framework in their research.…”

Section: Hesd In Need Of Philosophical Groundingmentioning

confidence: 99%

“…Sund and Öhman (2014) call to interpret universal values as part of the educational process, rather than part of the educational goals (Sund and Öhman 2014, 650). Garrison et al call for 'other than modern' approaches to incorporate values in a meaningful way in education, as a way to contribute to a meaning-making process shared by learner and educator, instead of educators dictating values (Garrison, Östman, and Håkansson 2015). Furthermore, the current attention towards virtues, and especially the approach in which normative competence and action competence are framed within a virtuous competence oriented towards sustainability as provided by Blok, Gremmen, and Wesselink (2015), provides a relevant outlook for further developments in the field.…”

Section: Values and Virtuesmentioning

confidence: 99%

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Higher education for sustainable development in Flanders: balancing between normative and transformative approaches

Lambrechts

Liedekerke

Petegem

2017

Environmental Education Research

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This paper provides critical reflections on higher education for sustainable development (HESD) from a philosophical perspective. A theoretical framework is developed, based on John Dewey's thoughts on the aim of democracy and the critical role of education herein, and with specific focus on two constructs: 'initiative and adaptability' and 'values and virtues'. This theoretical framework is used to analyze HESD in Flanders, from a historical and socio-political perspective. The Flemish case shows a gradual evolution from a focus on environmental management on campus, followed by a normative interpretation of what HESD should look like, and a more transformative approach in light of citizenship and democratic ideals. The case also shows considerable exchange of information between Flanders and the Netherlands, in which Dutch models and instruments were used in the Flemish context. The philosophical perspective provides a theoretical grounding of the field of HESD, which enables us to further develop the field, with a specific focus on initiative and adaptability on the one hand, and the importance of a virtues perspective on the other. 1.1. Different approaches in HESD Different approaches are identified within the HESD field. Derived from a series of charters and declarations on sustainability in higher education, Lozano et al. (2013) defined seven dimensions of HESD: (1) institutional framework; (2) campus operations; (3) education; (4) research; (5) outreach and collaboration; (6) on-campus experiences;

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Section: Hesd In Need Of Philosophical Groundingmentioning

confidence: 99%

Section: Values and Virtuesmentioning

confidence: 99%

Higher education for sustainable development in Flanders: balancing between normative and transformative approaches

Lambrechts

Liedekerke

Petegem

2017

Environmental Education Research

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“…What can we learn from the roots and routes of the field to move beyond a dichotomist distinction between modern and postmodern standpoints, and to further develop much-needed 'other-than-modern' (Garrison et al 2015) approaches to ESE policy research? Taking into account the issues, insights and concerns raised above, an important prerequisite for this seems to be to preserve a space for ESE policy researchers to make 'documentaries' instead of taming and containing their work by the increasing pressure to offer 'evidence'.…”

Section: Some Concluding Thoughts On 'Researchers' and 'Experts'mentioning

confidence: 99%

The roots and routes of environmental and sustainability education policy research

Poeck

Lysgaard

2015

Environmental Education Research

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“…Wals (2011) beskriver transformativt lärande inom hållbar utveckling som en förening mellan innehåll, personlig utveckling och kollaborativ kompetens. Andra betonar att transformativt lärande är kopplat till bildning (Mogensen & Schnack, 2010), och till ett kritiskt förhållningssätt (Garrison, Östman & Håkansson, 2014;Sund & Wickman, 2011;Thomas, 2009). Det finns exempel på studier, som visar att temat påverkar elevers medvetenhet inom området (Boeve de Pauw, Gericke, Olsson & Berglund, 2015), samtidigt som det holistiska perspektivet inte verkar få genomslag (Olsson, Gericke, & Chang Rundgren, 2016).…”

Section: Lärande För Hållbar Utveckling I Policy Och Forskningunclassified

Lärande för hållbar utveckling i yrkeslärarutbildning

Gustavsson¹,

Loeb

Kvarnemo

2018

NJVET

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This article draws on data from a module on education for sustainable development (ESD) in vocational teacher education. There are two kinds of data: 47 group work projects, where the assignment was to design an ESD activity in upper secondary vocational education, and a web questionnaire (average response rate of 80 %). The purpose is to describe and discuss how ESD can take form in vocational teacher education, and how the students value the knowledge that they have acquired when working with the module. The results give a positive picture of many different pedagogical approaches of planning an ESD activity. The variety of the contents of the activities stretch from having specific vocational focus, to broader societal perspectives. The planned activities for the pupils also differ, from participating in classroom exercises to activities based on actionand student-based planning. The different pedagogical approaches are exemplified and discussed. The results from the questionnaire show that over all, the students are positive to the content of the ESD module and the work that is carried out within this part of the course. These results are related to previous studies with critical aspects of teaching ESD.

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The creative use of companion values in environmental education and education for sustainable development: exploring the educative moment

Cited by 40 publications

References 24 publications

Higher education for sustainable development in Flanders: balancing between normative and transformative approaches

Higher education for sustainable development in Flanders: balancing between normative and transformative approaches

The roots and routes of environmental and sustainability education policy research

Lärande för hållbar utveckling i yrkeslärarutbildning

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