Not Yet Learning for Sustainability: The Challenge of Environmental Education in a University
Not Yet Learning for Sustainability: The Challenge of Environmental Education in a University
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尚未学习可持续发展：大学环境教育的挑战
DOI：
10.1080/10382040508668349
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发表时间：
2005
影响因子：
1.8
通讯作者：
H. Rodhe
中科院分区：
文献类型：
--
作者：
E. Heiskanen;Å. Thidell;H. Rodhe
在环境教育中实现可持续性成果的道路充满了困难。这一特殊案例研究的经验使我们深入了解可持续发展教育的困难，以及在社会各个地方进行有效的正式和非正式教育的必要性。学校和大学是正式提供环境教育的关键组成部分，但它们并不总是提供有效的环境和可持续性学习。对新南威尔士州中学课程的概述和纽卡斯尔大学的详细案例研究表明，主要问题是学校课程超载和该大学无法发展跨学科学习。目前关于可持续发展的正式教学导致了不同的学校成果。更令人担忧的是，大学部门落后于企业、社区和政府迅速推进的可持续发展价值观。大学可能会成为通往可持续发展道路上的障碍。环境和可持续性学习的复兴需要重大的结构变革，以促进跨学科课程的发展，利用实地考察和实际环境问题来重新调整交付，以关注学生，并重新调整组织以促进多样性。
The pathway for achieving sustainability outcomes in environmental education is littered with difficulty. The experience in this particular case study provides insight into the difficulties of sustainability education and the need for effective formal and informal delivery at various places in the society. Schools and universities are key components of the formal delivery of environmental education yet they do not always provide effective environmental and sustainability learning. An overview of the secondary school curriculum in New South Wales and a detailed case study from the University of Newcastle show that the main problems are an overloaded school curriculum and an inability to develop transdisciplinary learning at that university. The current formal teaching of sustainability leads to variable school outcomes. Of more concern, the university sector lags the rapidly advancing sustainability values of business, community and government. Universities may act as impediments on the pathway to sustainability. Reinvigoration of environmental and sustainability learning requires major structural changes that foster transdisciplinary curriculum development, using fieldwork and real environmental problems to realign delivery to a focus on students, and realigning organisations to promote diversity.