Student-Centered Learning and Sustainability: Solution or Problem?
Student-Centered Learning and Sustainability: Solution or Problem?
复制标题
DOI：
10.1086/711829
复制
发表时间：
2021-02-01
影响因子：
1.8
通讯作者：
Silova, Iveta
中科院分区：
文献类型：
--
作者：
Komatsu, Hikaru;Rappleye, Jeremy;Silova, Iveta
虽然围绕可持续发展教育（ESD）的讨论多种多样，但大多数学者和政策制定者认为以学生为中心的学习（SCL）是不言自明的。与此相反，我们认为，促进SCL潜在的阻碍教育的贡献，可持续发展的延伸，在本体论个人主义的文化特定的信念。我们首先强调，致力于SCL的国家往往是由本体论的个人主义，然后表明，这些国家得分较低的一系列社会和环境的可持续性指数。此外，信奉本体论个人主义的国家往往是自由市场经济国家，这种制度安排基本上无效，甚至不利于社会和环境的可持续性。在提出这些问题时，我们并不寻求对关键关系提供一个明确的解释，而是催化一场更深入的对话，讨论如何在可持续发展势在必行的情况下重新想象教育的理所当然的逻辑。
While discussions surrounding education for sustainable development (ESD) are diverse, most scholars and policy makers view student-centered learning (SCL) as axiomatic. In contrast, we argue that promoting SCL potentially stymies educational contributions to sustainability by extending a culturally specific belief in ontological individualism. We first highlight that countries committed to SCL tend to be dominated by ontological individualism and then show that these same countries score lower on a range of social and environmental sustainability indices. Moreover, countries where the belief in ontological individualism reigns tend to be liberal market economies, an institutional arrangement largely ineffective or even detrimental to social and environmental sustainability. In raising these issues, we seek less to provide a definitive account of the key relationships than to catalyze a deeper conversation about how to reimagine the taken-for-granted logics of education as the sustainability imperative looms.