Alone in the Sustainable Wilderness; Transforming Sustainable Competences and Didactics in a Design for Change Education

Literaturnachweis - Detailanzeige

Trefferliste

Autor/in	Østergaard, Thomas
Titel	Alone in the Sustainable Wilderness; Transforming Sustainable Competences and Didactics in a Design for Change Education
Quelle	In: Design and Technology Education, 26 (2021) 3, S.190-212 (23 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-1431
Schlagwörter	Sustainable Development; Educational Change; Teacher Attitudes; World Views; Student Centered Learning; Teaching Methods; Pedagogical Content Knowledge; Transformative Learning; Reflection; Case Studies; Undergraduate Students; Intervention; Creativity; Emotional Development; Design; Cooperation; Active Learning; Foreign Countries; Student Attitudes; Information Technology; Entrepreneurship; Well Being; Technology Education; Interdisciplinary Approach; Denmark + Suchen Sie Ihr Suchwort? Nachhaltige Entwicklung; Bildungsreform; Lehrerverhalten; World view; Weltanschauung; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Teaching method; Lehrmethode; Unterrichtsmethode; Pädagogische Kompetenz; Pädagogische Transformation; Case study; Fallstudie; Case Study; Kreativität; Gefühlsbildung; Co-operation; Kooperation; Aktives Lernen; Ausland; Schülerverhalten; Informationstechnologie; Unternehmungsgeist; Well-being; Wellness; Wohlbefinden; Technisch-naturwissenschaftlicher Unterricht; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Dänemark
Abstract	According to UNESCO (2012) pedagogies associated with Educations for Sustainable Development (ESD) should spur and inspire students to think critically, ask questions and reflect. The assumption is, that pedagogies are moving towards student-centred participatory learning. Still, the educator is at the core of the transition towards developing ESD's, so changes of the educators' worldviews and practices are emerging. The educators' competences and knowledge on ESD-development becomes central as the question of the what and the how the students are taught becomes more pressing. Today many sustainable educations still have a high focus on systemic issues (external systems); politics, technology, or socioeconomic structures (Parodi & Tamm, 2018, Wamsler, 2019) and lately the UNESCO (2021) has stressed the need for adapting cognitive, transformative, personal, emotional, dimensions of learning into ESD. In a transformative learning setting the educators should provide real-heartfelt experiences generating the students with capacities to reflect critically on both systems and personal design practice methods and help them aligning their methods with their personal emotional values. In doing so, the educators feel left "alone in the Wilderness" and research in the personal dimension of sustainable transformation and connection of this to ESD's is scarce (Parodi & Tamm, 2018, Wamsler, 2019). On this backdrop, this article provides a reflexive case study of a BA level course on "Design for Change" performed from 2019-2021 using transformative learning practices and the connected interventions in the form of a reflection tool, the Decoding Creativity Tool (DCT). The data was collected to discover if and how the students could enhance personal sustainable competences using transformative learning focusing on the personal emotional and creative development and awareness, reflection tools and "visiting" methods. Implementing transformative learning and ESD's into educational practices requires radical revisions of the design education system, managerial strategic commitment and involves many levels of the HE's. It requires both internal and external collaborations for the design educations and could involve developing new didactics and methods where ideas can grow. (Barth & Rieckmann, 2012). (As Provided).
Anmerkungen	Design and Technology Association. 11 Manor Court, Banbury, OX16 5TB, UK. Tel: +44-1789-470007; Fax: +44-1789-470-007; e-mail: info@data.org.uk; Web site: https://ojs.lboro.ac.uk/DATE/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01