Teaching and learning for sustainable development: ESD research in technology education
Teaching and learning for sustainable development: ESD research in technology education
复制标题
可持续发展的教学与学习：技术教育中的可持续发展研究
DOI：
10.1007/s10798-012-9213-9
复制
发表时间：
2013
影响因子：
2.1
通讯作者：
M. Pavlova
中科院分区：
文献类型：
--
作者：
M. Pavlova
当教育促进可持续发展（ESD）作为国际竞技场教育议程的一部分出现时，它与关于教育的目的和性质的教育辩论的重大转变以及应对现代进步思想所造成的危机的必要性有关。来自不同领域的科学家警告人类，资本主义目前的轨迹正在导致环境和文化的衰落，需要采取紧急措施来处理当前和新出现的问题。全球金融和经济危机、贫穷和不平等、气候变化和环境退化使我们更加认识到，需要通过教育开展协作努力，改变现状。这些不断变化的环境要求变革性教育必须在发展全球愿景方面发挥关键作用，“确保青年人的可持续生活机会、愿望和未来”。本文介绍了可持续发展的本质及其背后的伦理学，探讨了当前关于技术教育中可持续发展教育的研究，并提出了全球可持续发展议程对技术教育带来的一些挑战。它们与政策和课程发展、教与学以及教师培训有关。本文认为，当前和未来的技术教育可持续发展教育的研究，必须有一个共同的愿景，优质教育和社会生活在地球的承载能力的平衡。本文最后提出了与挑战领域相关的进一步研究方向的建议。
When education for sustainable development (ESD) emerged as part of the educational agenda in the international arena, it was associated with significant shifts in the educational debate about the purpose and nature of education and with the need to respond to crises caused by the modern idea of progress. Scientists from different fields warn humanity that the current trajectory of capitalism is leading towards environmental and cultural decline and that urgent measures are required to deal with the current and emerging issues. Global financial and economic crises, poverty and inequality, climate change and environmental degradation reinforce our understanding that a collaborative effort is required in addressing the existing status quo through education. These changing contexts require transformative education that must play a key role in developing a planetary vision, in “securing sustainable life chances, aspirations and futures for young people”. This paper refers to the essence of SD and the ethics behind it, explores current research on ESD in technology education (TE) and suggests a number of challenges that emerged for technology education as a result of the global SD agenda. They are related to policy and curriculum development, teaching and learning, and teacher training. This paper argues that current and future research on ESD in technology education must be framed by a shared vision about quality education and a society that lives in balance with Earth’s carrying capacity. The paper concludes with suggestions for further directions for research associated with the areas of challenge.