10-14 mai, Montréal 2009

1. Environmental Education Learning in society • By becoming critical of consumerism and the narrow framing of human beings as consumers • By cultivating pluralism, diversity and transboundary thinking, and utilizing tensions as a source of learning • By blending formal, non-formal and informal learning while addressing existentially relevant issues How can environmental education add meaning to our lives? 10-14 mai, Montréal 2009

2. Environmental Education Learning in Society • By reframing school-community relationships to create hybrid learning configurations involving multiple stakeholders • By strengthening qualities/capacities/ competencies needed to contribute to such innovation (empathy, reflexivity, ‘gestalt-switching’, systems-thinking, transboundary thinking, etc.) • By recognizing multiple literacies and ways of knowing, valuing, sensing, thinking and acting How can environmental education contribute to social innovation? 10-14 mai, Montréal 2009

3. Environmental Education Learning in Society • By strengthening new forms of governance that provide space for local identities, participation and self-determination also for those who are marginalized • By developing learners’ capacities to engage in critical and counter-hegemonic thinking • By utilizing the seemingly boundless possibilities of IT-supported connectivity and (open-source) learning How can environmental education contribute to political innovation and influence public policies?

4. L’éducation relative à l’environnement L’équité socio-écologique • 1ère idée • 2e idée • 3e idée Comment peut-elle contribuer à enrichir le sens de nos vies? 10-14 mai, Montréal 2009