Art and Higher Education for Environmental Sustainability: A Matter of Emergence?

Autor/inn/en	Heinrich, Falk; Kørnøv, Lone
Titel	Art and Higher Education for Environmental Sustainability: A Matter of Emergence?
Quelle	In: International Journal of Sustainability in Higher Education, 23 (2022) 3, S.728-747 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1467-6370
DOI	10.1108/IJSHE-01-2021-0012
Schlagwörter	Interdisciplinary Approach; Higher Education; Sustainability; College Students; Art Education; Technology; Conservation (Environment); Workshops; Art Activities; Science Education; Program Effectiveness; Foreign Countries; Denmark + Suchen Sie Ihr Suchwort? Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Hochschulbildung; Hochschulsystem; Hochschulwesen; Nachhaltigkeit; Collegestudent; Arts; Education; Art in Education; Kunst; Bildung; Erziehung; Technologie; Conservation; Environment; Konservierung; Bewahung; Umwelt; Lernwerkstatt; Schulung; Künstlerische Tätigkeit; Naturwissenschaftliche Bildung; Ausland; Dänemark
Abstract	Purpose: This study aims to contribute to the exploration of inter-disciplinary approaches in higher education for sustainability. It is a reflection on a case study linking students in the arts and sustainability science, through which the inter-disciplinary and problem-solving processes for solving a concrete sustainability challenge were explored. Design/methodology/approach: The case study featured a workshop with students from two educational programmes at Aalborg University, namely, Art and Technology and Environmental Management and Sustainability Science, the latter being an engineering programme and the former part of the humanities. Experience evaluation was based on participant observation, written feedback and the workshop facilitators' post-event reflections. Data analysis was based on multi-grounded theory, dialectically combining empirical data (through open coding) with relevant emergence theories. Notions of emergence were chosen because the supposed benefit of inter-disciplinarity is the emergence of novel solutions to complex problems. The study investigates the concrete conditions of emergence in educational inter-disciplinary settings. Findings: The workshop led to a successful experience, bringing an art-based approach together with sustainability science for arriving at solutions that neither of the two would have arrived at separately. Based on participant experiences and realisations, five "emergence concepts" are suggested as supportive learning criteria and conditions, namely, "knowledge expansion", "complementarity", "disciplinary self-reflection", "change of practice" and "play". Originality/value: The findings and emergence concepts can be an inspiration for creating an effective learning environment supporting the emergence of different forms of knowledge and solution concepts for solving sustainability challenges. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01