Shaping the GAP: Ideas for the UNESCO Post-2014 ESD Agenda

Autor/in	Taylor, Jim
Titel	Shaping the GAP: Ideas for the UNESCO Post-2014 ESD Agenda
Quelle	In: Journal of Education for Sustainable Development, 8 (2014) 2, S.133-141 (9 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0973-4082
DOI	10.1177/0973408214548369
Schlagwörter	Stellungnahme; International Organizations; Educational Change; Change Strategies; Sustainable Development; Sustainability; Ecology; Environmental Education; Educational Principles; Educational Practices; Relevance (Education); Educational Theories; Social Change; Global Approach; Regional Characteristics; Expertise; Case Studies; Public Policy; Guidelines; Transformative Learning; Critical Thinking; Interdisciplinary Approach; Foreign Countries; South Africa + Suchen Sie Ihr Suchwort? International organisation; International organisations; International organization; Internationale Organisation; Bildungsreform; Lösungsstrategie; Nachhaltige Entwicklung; Nachhaltigkeit; Ökologie; Umweltbildung; Umwelterziehung; Umweltpädagogik; Bildungsprinzip; Bildungspraxis; Relevance; Relevanz; Educational theory; Theory of education; Bildungstheorie; Sozialer Wandel; Globales Denken; Regionaler Faktor; Expert appraisal; Case study; Fallstudie; Case Study; Öffentliche Ordnung; Richtlinien; Pädagogische Transformation; Kritisches Denken; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Ausland; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	This paper explores how ESD activities may be viewed on a continuum from "causal" approaches, seeking to cause change in others, to "enabling" orientations where efforts are made to enable people to implement the principles of ESD and respond to the environmental challenges they face from their own context. An enabling orientation seeks to both "mobilise" participants' perspectives and engage with them in a systems-wide or holistic space. They tend to make more meaning for learners by making useful connections between theory and context-relevant practice, thus enabling application to new contexts. The paper develops the notion of capabilities and the importance of reflexivity through which one learns to respond in different ways in different circumstances. Finally the paper explores some outcomes of the DESD and develops pointers for enabling education processes in the next decade and forthcoming Global Action Programme (GAP). [This article was first prepared for the United Nations University Institute for the Advanced Study of Sustainability (IAS).] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10