Transformative Sustainability Pedagogy: Learning From Ecological Systems and Indigenous Wisdom
Transformative Sustainability Pedagogy: Learning From Ecological Systems and Indigenous Wisdom
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DOI：
10.1177/1541344615584683
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发表时间：
2015-07-01
影响因子：
1
通讯作者：
Burns, Heather L.
中科院分区：
文献类型：
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作者：
Burns, Heather L.
可持续性在高等教育中变得越来越重要，因为需要解决复杂的文化和生态问题。如何教授可持续性对发生的学习类型及其在世界上的影响有着深远的影响。可持续性教学法是作为一种工具，用于创建转型的可持续性学习，是专题和共同创造，批判性的问题占主导地位的规范，并纳入不同的观点，是积极的，参与性和关系，并在一个特定的地方接地。这种教学设计借鉴了生态系统的智慧，认识到生态系统是我们创造可持续和再生系统的最佳教师。本文将这种教学模式与Okanagan土著关于全我的教义联系起来，探讨如何将全我有意纳入生态设计过程，以促进转型学习。
Sustainability is becoming increasingly relevant in higher education, as the need to address complex cultural and ecological problems intensifies. How sustainability is taught has a profound influence on the kind of learning that takes place and the impact it has in the world. Sustainability pedagogy is offered as a tool for creating transformational sustainability learning that is thematic and cocreated, critically questions dominant norms and incorporates diverse perspectives, is active, participatory and relational, and is grounded in a specific place. This pedagogical design draws on the wisdom of ecological systems, recognizing that ecological systems are our best teachers for creating sustainable and regenerative systems. This article connects this pedagogical model with Okanagan indigenous teachings about the whole self, to explore how the whole self can be intentionally included in an ecological design process to promote transformational learning.