Balancing the Disciplines: A Multidisciplinary Perspective on Sustainability Curriculum Content.
Balancing the Disciplines: A Multidisciplinary Perspective on Sustainability Curriculum Content.
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平衡学科：可持续发展课程内容的多学科视角。
DOI：
10.1017/s0814062600000987
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发表时间：
2005
期刊：
影响因子：
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通讯作者：
K. Sherren
中科院分区：
文献类型：
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作者：
K. Sherren
本文探讨了适当的学科内容的通才可持续发展程度，根据最近的两项调查。一份调查问卷被用来提取从多学科，主要是学术观众-所有这些人都有兴趣在可持续发展-他们的意见，以学科知识，以大学为基础的可持续发展教育应该包括。之所以这样做，是因为目前可持续发展教育文献的重点是通用技能和教学方法，这对帮助课程开发人员编写学科内容没有什么帮助。虽然样本有限，但受访者来自不同的学科，因此为课程设计提供了广泛的视角。还收集了本科生和研究生水平的推荐教学方法，以及参与者的学术背景，以调查偏见。研究结果与现有的澳大利亚课程计划的课程进行了比较，结果表明，对人类领域的轻微再平衡是必要的。
This paper explores appropriate disciplinary content for generalist sustainability degrees, based on two recent surveys. A questionnaire was used to extract from a multidisciplinary, largely academic audience - all of whom share an interest in sustainability - their views as to the disciplinary knowledge that a university-based sustainability education should include. This was undertaken because the current focus in sustainability education literature on generic skills and pedagogical method provides little insight to assist curriculum developers with disciplinary content. While the sample was limited, respondents came from a diverse group of disciplines and thus supply a broad perspective to curriculum design. Recommended teaching methods were also captured, for both undergraduate and graduate levels, as well as the academic backgrounds of the participants for the purposes of investigating bias. The findings were compared with curricula from existing Australian coursework programs and showed that a slight rebalancing towards the human sphere is necessary.