Teaching Sustainable Development in Higher Education: Building Critical, Reflective Thinkers through an Interdisciplinary Approach

Autor/inn/en	Howlett, Cathy; Ferreira, Jo-Anne; Blomfield, Jessica
Titel	Teaching Sustainable Development in Higher Education: Building Critical, Reflective Thinkers through an Interdisciplinary Approach
Quelle	In: International Journal of Sustainability in Higher Education, 17 (2016) 3, S.305-321 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1467-6370
DOI	10.1108/IJSHE-07-2014-0102
Schlagwörter	Interdisciplinary Approach; Teaching Methods; Transformative Learning; Sustainable Development; Epistemology; Cognitive Processes; Case Studies; Critical Thinking; Social Justice; Constructivism (Learning); Reflection; Essays; Higher Education; Curriculum; Course Evaluation; Course Content; Foreign Countries; Australia + Suchen Sie Ihr Suchwort? Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Teaching method; Lehrmethode; Unterrichtsmethode; Pädagogische Transformation; Nachhaltige Entwicklung; Erkenntnistheorie; Cognitive process; Kognitiver Prozess; Case study; Fallstudie; Case Study; Kritisches Denken; Soziale Gerechtigkeit; Essay; Aufsatzunterricht; Hochschulbildung; Hochschulsystem; Hochschulwesen; Curricula; Lehrplan; Rahmenplan; Kursprogramm; Ausland; Australien
Abstract	Purpose: This paper aims to argue that substantive changes are required in both curricula and pedagogical practice in higher education institutions to challenge dominant epistemologies and discourses and to unsettle current ways of thinking about, and acting in relation to, the environment. Central to such a shift, it is argued, is the need for higher education curricula to be interdisciplinary and for pedagogical practices to work to build capacities in students for critical and reflective thinking. Design/Methodology/Approach: In this paper, a case study of our reflections is offered on a subject designed to promote capacities in students for critical and reflective thinking via an interdisciplinary approach. The paper uses data from student reflective essays and student course evaluations to make an argument for the success of this approach. Findings: Genuine transformative learning can occur within a constructivist informed pedagogical approach to teaching for sustainability. Research Limitations/Implications: Research implications are that genuine transformation can occur in students' thinking processes (which the paper argues is critical for effective education in sustainability) with appropriately designed courses in higher education. Practical Implications: More effective environmental actors and thinkers, who can critically engage with the complexity of environmental problems. Social Implications: Social implications include a more effective and socially just higher education for sustainability Originality/Value: The authors know of no other narrative that addresses attempts to educate for sustainability using this approach. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01