Achieving Transformative Sustainability Learning: Engaging Head, Hands and Heart

Autor/inn/en	Sipos, Yona; Battisti, Bryce; Grimm, Kurt
Titel	Achieving Transformative Sustainability Learning: Engaging Head, Hands and Heart
Quelle	In: International Journal of Sustainability in Higher Education, 9 (2008) 1, S.68-86 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1467-6370
DOI	10.1108/14676370810842193
Schlagwörter	Higher Education; Action Research; Foreign Countries; Sustainable Development; Experiential Learning; Transformative Learning; Canada + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Projektforschung; Ausland; Nachhaltige Entwicklung; Experiental learning; Erfahrungsorientiertes Lernen; Pädagogische Transformation; Kanada
Abstract	Purpose: The current UN Decade of Education for Sustainable Development echoes many scholars' calls to re-envision education for sustainability. Short of a complete overhaul of education, the paper seeks to propose learning objectives that can be integrated across existing curricula. These learning objectives are organized by head, hands and heart--balancing cognitive, psychomotor and affective domains. University programs and courses meeting these learning objectives exhibit an emergent property here termed transformative sustainability learning (TSL). Design/methodology/approach: Theoretically, TSL grew from traditions of sustainability education and transformative education. Practically, TSL emerged from experimental learning collaborations sponsored by the University of British Columbia in 2003 and 2004 in an effort to enable explicit transitions to sustainability-oriented higher education. Primarily through action research, these community-based, applied learning experiences constituted cyclical processes of innovation, implementation and reflection. Findings: The paper finds: advancement of head, hands and heart as an organizing principle by which to integrate transdisciplinary study (head); practical skill sharing and development (hands); and translation of passion and values into behaviour (heart); development of a cognitive landscape for understanding TSL as a unifying framework amongst related sustainability and transformative pedagogies that are inter/transdisciplinary, practical and/or place-based; creation of learning objectives, organized to evaluate a course or program's embodiment of TSL. Originality/value: By enabling change within existing structures of higher education, the paper complements and contributes to more radical departures from the institution. The work to date demonstrates potential in applying this learning framework to courses and programs in higher education. (Contains 2 tables and 2 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10