The whole report (obviously) feels really focused on the systemic overhaul of university structures, but there is little on the direct effect on the student experience and impacts on their learning (the example of the permaculture club is a good one here). This doesn’t demonstrate that there needs to be high level executive backing for the genuine impact of sustainability within a university. The working together of the academic and corporate aspects of the institution.
This is evidenced in the U of Gloucester case study.
ESD is a vision of education that seeks to balance human and economic well-being with cultural traditions and respect for the earth’s natural resources. ESD applies transdisciplinary educational methods and approaches to develop an ethic for lifelong learning; fosters respect for human needs that are compatible with sustainable use of natural resources and the needs of the planet; and nurtures a sense of global solidarity. UNESCO Decade of ESD (DESD) 2005-2014
Interesting to see the social and ecological used within the definition here
sustainability ideals serve as an educational impulse and a goal for the improvement of learning processes
The unapologetic setting of ideals against this… it needs to be framed in this way
Critical pedagogies geared to futures and systems thinking, participatory and experiential learning, critical thinking, partnership working and values reflection, are all widely used in ESD
- critical global perspectives
- Inter-disciplinarity
- focus on employability
- ideals for integrated education
https://en.wikipedia.org/wiki/Bildung
The term Bildung also corresponds to the Humboldtian model of higher education from the work of Prussian philosopher and educational administrator Wilhelm von Humboldt (1767–1835). Thus, in this context, the concept of education becomes a lifelong process of human development, rather than mere training in gaining certain external knowledge or skills
https://infed.org/mobi/a-brief-introduction-to-holistic-education/ – has a useful reading list too and introduction to what is meant by holistic education: education should be understood as the art of cultivating the moral, emotional, physical, psychological and spiritual dimensions
- Global Futures Perspective: as sustainability is ultimately an international concept, each initiative aimed to foster futures-oriented perspectives on the global situation, geared to improving equity of life chances and inter-generational justice worldwide.
- Systems Orientation: each initiative recognised the complexities of the relationships within and between human and natural systems, often with strategies and principles to underline the importance of trans- and/or inter-disciplinary learning for sustainability.
- Integrative Educational Ethos: the examples were underpinned by lifelong learning and development principles, addressing the integration of personal and professional life choices and capabilities, as well as the importance of innovation in educational systems.
This appears to be a good foundational framework to work within when developing ideas for delivery around this. It is clearly not subject/discipline dependant. – Does it suggest that we should do away with specialisms? What about what the ‘industry’ is insisting it needs. How does this develop ‘skills’ (annoying but a reality for our graduating students). Changing mindsets.
embedding approach as key to progressing the sustainability agenda and discouraged the creation of new specialist courses
This is an interesting approach from U of Glouscester – these courses often feel like ‘add ons’ and very reactive, rather than there being a reappraisal of what is already there. Everyone should be encouraged and given the framework to explore sustainability within their unique specialism.
“Those who are seeking to advance EfS in their institution need to find those opportunities, and key trends that are aligned to this agenda – so that you’re not opening new doors all the time. One needs to connect agendas whether that’s employability, active learning, work-focused learning, improving the overall student experience, and so on…” – effective change seems to happen in an organic way, rather than huge overhauls