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CREd Seminar

Education as Sustainability. CREd Seminar. Priorities & directions for EfS. Why EfS ? Global warming; peak oil; consuming capital; mass extinctions What EfS Spirit, Heads, Hearts, Hands – The Polar Bear How EfS

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CREd Seminar

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  1. Education as Sustainability CREd Seminar

  2. Priorities & directions for EfS • Why EfS? • Global warming; peak oil; consuming capital; mass extinctions • What EfS • Spirit, Heads, Hearts, Hands – The Polar Bear • How EfS • Transdisciplinary learning; systems science – social, economic, environmental; world view change - values] • My Observations: • Not yet mainstream – above load • Schools (1996) but not universities • Transdisciplinary learning; active learning

  3. How sustainability focused are our programmes and courses? Instrument to evaluate sustainability in courses Volunteers to trial instrument assessing our courses for EfS

  4. Aim : To enhance the development of students’ understanding of, dispositions towards and capabilities to enact, change in human/natural environmental to bring about and maintain sustainable development, with a particular focus on energy, materials and food production. • On completion of this subject the students will be able to: • Describe the ways in which humans manage their use of energy, materials and food systems; • Discuss the kinds and extents of human impact on natural systems. • Explain the need to manage natural systems sustainably, and to critique approaches to doing so; • Evaluate the positions taken by various interest groups on human/environmental issues; • Gather and analyse data collected from the literature on human/environmental interactions; • Discuss the importance of knowledge, skills, attitudinal development and values in education for sustainability. • Collect, organise, analyse and report on self collected data and related information on human/environmental interactions. • Take action on issues of concern associated with the interaction of humans and environments. • Principals: • Intra-generational equity (- ethical thinking & acting) • Inter-generational equity (- ethical thinking & acting) • Biodiversity (- thinking holistically) • Global issues (- thinking globally and acting locally) • Resilience (- living sustainably) • Developing foresight (-futures thinking) • Assignments: Measuring water footprint [35%]; Sustainability placement report [20%] ; Sustainability game – place specific i.e. school, home, business etc [45%] EDUC 1027 Science, Humans & Environments

  5. EDUC 1027 Science, Humans & Environments Subjective Objective Thinks Sustainability Acts out Sustainability The Green Transition Teacher Lives within an ecologically & socially sustainable community Mutually resonates within a sustainable community Inter-Subjective Inter-Objective

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