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Advancing sustainability in higher education: Issues and opportunities for research (2002)

Fien, John

Bingley : Emerald

International journal of sustainability in higher education 3 (2002), S. 243-253

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ISSN: 1467-6370

Quelle: Emerald Fulltext Archive Database 1994-2005

Thema: Energietechnik , Pädagogik

Notizen: This paper explores issues related to the choice of goals and approaches for advancing sustainability in higher education through research. The paper argues that the diverse nature of the questions, issues and problems facing advocates of sustainability in higher education requires a willingness to adopt an eclectic approach to the choice of research methodologies or paradigms. The views of reality and knowledge embedded in alternative research paradigms - empirical analytical, interpretive, critical, and poststructural paradigms - are summarised briefly. The relevance of the four paradigms is illustrated by taking two issues of sustainability in higher education and exploring how they would be addressed by each one. The two issues are: campus catering services and integrating the principles of the Earth Charter into an engineering degree program. The paper concludes by reviewing the debate over whether this eclectic position is consistent with the goals of advancing sustainability in higher education.

Materialart: Digitale Medien

URL: http://dx.doi.org/10.1108/14676370210434705

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Digitale Medien

Teacher Education for Sustainability. II. Two Teacher Education Projects from Asia and the Pacific (2000)

Fien, John ; Maclean, Rupert

Springer

Journal of science education and technology 9 (2000), S. 37-48

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ISSN: 1573-1839

Schlagwort(e): education for sustainability ; preservice professional development ; inservice professional development ; sustainable development ; environmental education ; global change education ; Agenda 21 ; sustainable development education

Quelle: Springer Online Journal Archives 1860-2000

Thema: Allgemeine Naturwissenschaft , Technik allgemein

Notizen: Abstract Our schools and educators face a compelling responsibility to serve society by fostering the transformations needed to set us on a path to sustainable development in the 21st century. Education for sustainability is a new paradigm for a life long learning process that leads to an informed and involved citizenry having the creative problem solving skills, scientific, technological, and social literacy, and commitment to engage in responsible actions that will help ensure an environmentally sound, socially just, and economically prosperous future for all. This paper and the preceding paper, from a soon to be published book, Education for a Sustainable Future: A Paradigm of Hope, edited by Keith A. Wheeler, focus on the need to have science imbedded at the core of the education for sustainability paradigm and the need to increase and enhance teacher education to better be able to develop the necessary interdisciplinary thinking and transformative learning for the new millenium.