Abstract: Inspired by the entanglements of the Cosmos, this essay is a response to the JSE special call for papers on future casting sustainability education. The author’s approach reflects an integrated view of humans, moving beyond Anthropocene, capitalism, and Donald Trump to the idea of the Chthulucene, an era of reciprocity amongst human and more-than-human. In challenging times, such as this, sustainability education can look towards the future through hopeful pedagogies of interconnection through reciprocity, storytelling, and embracing the bio-cultural diversity of Earth.Continue Reading
Abstract: In this paper we compare and contrast the Theory of Planned Behavior (Ajzen, 1985) with Social Exchange Theory (Homans, 1958) as conceptual foundations for eliciting pro-environmental behavior. We reason that Social Exchange Theory provides the better orientation because of its metaphorical power in casting humankind as being in a reciprocal relationship with nature rather than being in a superior position over nature. We illustrate our thinking by discussing ecosystem services (Melillo & Sala, 2008) as nature’s contribution to humankind in return for humankind’s responsible environmental stewardship.Continue Reading
This paper describes a role-playing, negotiation “game” based on the Xayaburi Dam in Laos. We have used this activity in our graduate programs as a tool for bringing to life the complexities of decision-making around natural resources, economic development, and sustainability. Over the past several years of using the game in the classroom, we have found it to be an effective means of exposing students to the kinds of opportunities and constraints that different stakeholders face as well as the kinds of communication and negotiation tactics they might use to influence outcomes. We provide background on the real-world situation on which we based the fictional scenario for the game and discuss the learning outcomes we have observed.
Abstract: This thought piece proposes the adoption of a new “3 Rs” to inform a climate-responsive environmental and sustainability education (CRESE): reclamation, resilience, and regeneration. As a changing climate becomes the larger campus of our learning, denial and top-down emergency preparedness both prove to be insufficient. We are invited into a deeper approach. Reclamation and resilience fold in (1) the saving of enduring biocultural lifeways and patterns and (2) the dynamic flux-states of panarchic socioecological resilience models. These two partner with (3) regeneration: context-responsive social collaborations; eco-socially-embedded capacity building systems; and the promise of regenerative design. These three approaches allow us to re-envision educational systems and encounters that are proactive rather than only reactive or responsive in metabolizing persistent climatic volatility. These three approaches – reclamation, resilience, and regeneration – echo the three approaches to climate change that Pelling has suggested (2009) – mitigation, adaptation, and transformation. Note, however, unlike Pelling’s model, these approaches are conceived as simultaneously requisite literacies and movements rather than as competing. Reclamation, resilience, and regeneration represent ever-more-complex types of capacities and support capacity building aimed together toward life-supportive, dynamic, complex systems transformations. Environmental and sustainability education that fosters skills of reclamation includes preservation, conservation, recording, and the establishment of libraries and sanctuaries of exemplar systems. Environmental and sustainability education (ESE) for resilience includes network extension and adaptive capacity building. ESE for regeneration nurtures emergent complex systems metacognitions, creativities, and transformative, transgressive social approaches that are connective, disruptive, and innovative and model and embody complex emergence. Regenerative ESE fosters skills to facilitate catalysis of emergent regeneration, self-organization, and transformation into more complex living systems. All of these position embedded learners in pro-active, systems-intensive embodiments of the types of living networks that foster survival, flexibility, thriving, and phase-change during our entry into a time of consistent climate turbulence.Continue Reading
This document is a provisional draft that has emerged out of an initial “State of the Field” issue and database, published in JSE in 2014 and a follow-up conference in Winter of 2015.
Jaimie Cloud of the Cloud Institute has been the lead organizer and author of this document. See the opening pages for the large number of additional contributors.
A process for comment and revision will be announced during Spring/summer 2016.Continue Reading
Just as place scholarship reaches across and through many disciplines, so this issue ranges widely, including 14 scholarly features as well as media reviews, case studies, photo and poetic essays, and sustainability journeys. Disciplinary lenses include the arts, sociology, philosophy, natural resource management, sports science, and archaeology, among others.Continue Reading
Abstract: Recent sustainability education theorists have identified a gap in the research literature regarding sensory entanglement and wonder in sustainability education. Sensory entanglement and wonder are requisite because they bring valuable shifts supporting a more critical and transformative kind of sustainability education by (1) awakening a compassionate connection with the living world, (2) nurturing alternative epistemologies, (3) providing a strengthening function for sustainability educators and their co-learners, for stamina and ongoing engagement, and (4) generating sustainability agency and an active and authentic hope to sustain a sense of the possible in the midst of the dire. This article focuses on how awakening the senses to foster a sense of wonder can nurture grounded, authentic, active hope and agency in sustainability education. It is authored collaboratively by sixteen graduate course participants and faculty co-researchers who discuss interrelated theories pointing to a need to foster senses of wonder in sustainability education. The researchers work in research teams to explore experiential and sense-based hope- and agency-building curricula. Findings include activities and reflections across the five senses as well as with the sixth sense, intuition. Sensing, listening, intimate observing, imagining, feeling, entangling, and wondering can shift unsustainability epistemologies and transform human and cultural engagement. The sense of sound can be immersive and resonant, lending learners to relational and multispecies sensing. Scent can catalyze wonder and inspire experiential, holistic growth and integration of time. Savoring in the sense of taste can extend learners from survival to joy, offering opportunities for mindfulness that can connect cultural and biocultural mutualisms and collaborative sustainability agencies. Pattern sensing for similarity using the visual sense of wonder can support connected knowing and ecological vision. The sense of touch can offer a continuous and mutual comfort and belonging. Visual pattern and texture scavenger hunts can cultivate these sustainability sense capacities. The sixth sense, intuition, opens learners to imaginative, transformative, and connective ways of knowing as place and planet, stimulating hope-giving, integrative sustainability agencies.Continue Reading
Abstract: This interview-based article discusses how permaculture philosophy, practice, and education represent important avenues for sustainability-oriented hope and agency. The author interviews Permaculture Design Certification instructors from the Central Rocky Mountain Permaculture Institute’s two week long course held in summer 2015. Interviewees offer perspectives on permaculture as a well-founded and well-developed philosophical approach to sustainability, as a framework for practical application of sustainability principles, and as a foundation for community organizing and development. The author seeks to inspire sustainability educators and practitioners to consider permaculture as an important vehicle for teaching, learning, and doing sustainability.Continue Reading
Abstract: The anthropocene era is one that is rife with ecological and social crises. Although many have been aware of the enormity of these problems and their systemic roots, the widespread educational response has not been sufficient in preparing youth to take part in creating a more just and sustainable world. Climate change is an umbrella issue for much of what the worlds facing. It is time for teachers to take the lead in using the classroom as a place to bring relevant, critical, joyful education that will lead to action in this crucial time. The following article is a book review for A People’s Curriculum for the Earth, a powerful resource for helping teachers equip students to confront our interconnected global crises, especially the climate crisis, and to highlight stories of teachers, activists, and organizations working to make a difference.Continue Reading
Abstract: The authors engage in a written dialog about their experiences with and understanding of hope and agency in the context of higher education happening in the midst of many converging crises of sustainability. The authors discuss their personal and professional views about teaching sustainability and about leading and collaborating in sustainability-oriented efforts. They consider sustainability and sustainability education efforts as both internal processes that take place within the person and external processes oriented toward others and the world. They explore questions of leadership and authority in relation to hope and agency and discuss the importance of making and communicating honest appraisals of the current situation of humans and the biosphere as a basis for fostering clear-eyed hope and agency in themselves and students.Continue Reading
Abstract: Book review of The Forest Garden Greenhouse by Jerome Osentowski.Continue Reading
Abstract: This essay examines Randall Amster’s book Peace Ecology as a critical intervention articulating vital connections among discourses from peace and justice studies (on one hand) and the most vexing problems addressed by sustainability studies (on the other): from violent conflict and social inequity to environmental injustice and global ecocide. Reading this dialogue through the lens of hope, the author argues that Amster’s synthesis of this research provides effective tools for helping educators, students and practitioners of sustainability to generate new thought – and direct action – around these issues. By cataloguing and analyzing the many successes of ecological peacebuilding without absolving the paradigms of thought that continue to propagate war against people and planet, Amster empowers us to avoid both the trap of despair and the delusion of complacent optimism in order to foster the conditions that promote human beings’ mutually-beneficial peace and coexistence with each other and with the Earth.Continue Reading
Schreck JSE Nov 2015 Hope Issue PDF Abstract: This essay chronicles three experiences I had within a matter of days that clarified for me how easily the good sense of Wendell Berry’s thinking is drowned out by the reductive presuppositions of modern industrialism and how necessary his thinking is for our hope of survival. With […]Continue Reading
Abstract: The concept of hope is rich in context, and working with it from different angles can enhance inner resources. Framing hope as a process offers tools for sustainability educators: subjective exploration, empathy development, critical thinking, and civic engagement.Continue Reading
Abstract: Writing an essay about hope in these times feels like an indulgence of privilege. Still, with full awareness of the implications, I want to insist that we not lose hope, that we make it meaningful, and that we go so far as to make its cultivation a central focus of our lives and work. This essay is intended to serve as a calling card for like-minded inquirers to reach out across time and space, to find ourselves and one another in the engaged optimism of meaningful work in the world, and as an acknowledgment of appreciation for all of those who do so.Continue Reading
The stories we tell shape our view of ourselves and the path we take through this time of collective awakening and global turning. We have the ability to consciously choose narratives that offer realistic beacons of hope to guide our way through the Great Transition. To achieve authentic and lasting reconciliation as the foundation for our future, we require the power of love and compassion as a practical basis for organizing human affairs.Continue Reading
This article briefly summarizes a body of research in which love is understood to be at the core of three primary life experiences that foster life-long care for the environment: time in nature, especially during childhood; close role models for care of nature; and participation in an organization that fosters direct learning about nature. From this foundation, family nature clubs are presented as having a fairly unique capacity to offer all of these experiences. The family nature club founded by the author, Columbia Families in Nature, is described in some detail, including photos and quotes from the participants and summary results from research on the broad effects of family nature clubs is presented. All together, the case is made that family nature clubs are a ripe opportunity for communities to cultivate connection, care, and love between people and the natural world.Continue Reading
In The Living Universe: Where are We, Who are We, and Where are We Going, Duane Elgin presents a powerfully compelling argument that the most fundamental challenge facing humanity during this time of crisis is to visualize a future of great opportunity and that the foundational story guiding the reality people create on Earth is whether the universe is alive and to be loved and nurtured or dead and to be feared and consumed. This article provides a review of this powerful book with an eye to the connection between love and sustainability.Continue Reading
This article is an introduction and exploration of the potential for a new approach to mental healthcare. This approach blends mental health treatment with nature and service for a therapy that is systemically beneficial for the individual, the community, and nature together. Called nature-based therapeutic service (NBTS), it is a method within the construct of ecotherapy that is both nature-based and service oriented. It involves empowering clients to serve nature, to develop relationship, build skills, connect to the community, and gain a sense of purpose and fulfillment. Foundational fields related to NBTS include ecopsychology, sustainability education, biophilia, service learning, the study of altruism, trans-species psychology, and other psychological theories. Based on research from these contributing fields, the assumption is that a mutually beneficial therapeutic approach can reconnect humans with nature for individual and community sustainability, through the power of relationship, compassion, empowerment, and love.Continue Reading
Women farmers in the U.S. are more likely than men to adopt more ecologically-based practices on their farms. In order for such practices to increase, it is relevant to understand how these women farmers learn the values and skills that shape their work. Place attachment (including the emotional connection to a locale and the intangible, felt meanings, values, and symbols) and place meaning (including personal values, socially and iteratively constructed values) seem to be important drivers of active care for place. These are mediated by ecological and social knowledge, experience, social relationships, and identity. If these factors are supportive rather than in tension with place attachment and place meaning, an active care for place can further develop the context for emotional bonds and the story of the locale. Regenerative farmers as well as others who work directly with the land are perhaps uniquely positioned to be leaders in the process of becoming part of a place. In this paper I summarize the literature about farmers’ relationship to place using a framework developed from the general sense of place literature. Finally, I discuss two aspects of this framework that emerged from research with 14 women farmers in Wisconsin and Minnesota: a georgic ethic and an ecocentric perspective: functional components of an ecology of love.Continue Reading
This article is an exploration of vulnerability and the experience I had as an artist inhabiting the art of writing poetry; a creative medium that is new to me. I begin with a brief examination of vulnerability as it is defined today culturally and move towards a personal exploration of what vulnerability feels like within an intentional and unfamiliar creative process. Through this process I learned from vulnerability– things like like navigating open space, respecting how growth unfolds, that vulnerability is an integral part of loving an living life fully, the relationship between vulnerability and love, and the magic that happens when bodily experience aligns with word. This article is an exploration, and affirmation, of vulnerability as a deep site for learning and growth and a requirement, if we are to love deeply.Continue Reading
The Sustainability Education Framework for Teachers (SEFT) intends to build a capacity for educators to be able to understand: (i) the broad, complex nature of sustainability, (ii) the problem-oriented, solution driven nature of sustainability, and (iii) how sustainability connects to them as both citizens and classroom teachers. SEFT embraces four ways of thinking––futures, values, systems, and strategic which are conceptualized as being bi-directional and interconnected. The framework aids in linking sustainability topics that are seemingly disparate to the novice teacher population by building upon knowledge, skills, and attitudes necessary for problem solving with respect to complex sustainability challenges. Imagined as a conceptual framework, it offers organizing principles for examining and considering sustainability problem/solution constellations in a coherent fashion. The framework provides the opportunity for self-reflection and independent enquiry by considering and learning through real world foci. Likewise, SEFT offers a logical framework for working in interpersonal, intragroup, and intergroup situations. The four lenses require considering critical inquiries related to societal values, equity, and visions of the future; unpacking the status quo; and exploring and articulating pathways towards a sustainable tomorrow.Continue Reading
This study presents outcomes from the Girls Energy Conservation Corps, a research and development project that produced a series of six patch activity guides for girls age 8-14 who are members of the Girl Scouts of Eastern Massachusetts. The program focused on integrating engaging online and real world activities that involved girls in learning about climate change and their role in it, in saving energy, understanding the importance of collective goals and action to address climate change, and using new media creatively to educate peers and the community about energy conservation. Positive changes in knowledge, behavior, and attitudes pre to post suggest that a carefully designed program can address the challenges of educating children about energy conservation and climate change at this age, even if participant exposure to the program is brief. Findings also bring to light that developmental differences may be important to deconstruct in future studies when applying adult-tested behavior change models and theories to youth.Continue Reading
Eat local. Choose a reusable bag instead of plastic. Put a brick in the toilet. These are intuitively simplistic environmental “solutions” that may do little but make a person feel environmentally virtuous. Energy and environmental science teaching requires us to change students’ preconceived simplistic notions about solving environmental issues if we want these future leaders to make real environmentally effective decisions. Students need to understand that the energy input in a disposable plastic bag is dwarfed by the energy expenditure of driving to the grocery store with a reusable bag, so that they don’t make symbolic, but ineffective decisions. One approach is to have students attempt to develop a “sustainable” product. The complexity of environmental solutions becomes evident when we have to evaluate the energy use and environmental consequences from raw material sourcing to reuse.Continue Reading
The Northwest Advanced Renewables Alliance (NARA) is a biofuel research project that includes a holistic educational approach to energy literacy. NARA research is focused on woody biomass as a feedstock for biofuels and associated co-products, particularly in the forested areas of the U.S. Pacific Northwest. Extending beyond the science of biofuels, the NARA project examines many social elements of our energy economy, including education. Projects that can combine research and connections to educational venues provide excellent opportunities to expand the impact of grant funded proposals. Keys to making this possible include coordination across disciplines, interpretation of research results, and research processes in the field coupled with investment into integrated educational strategies within the project. This paper outlines elements of the NARA approach to energy literacy, offering strategies for approaches to broader impacts in projects beyond the energy sector.Continue Reading
Effective teacher professional development in energy education is essential to creating a sustainable future. This article highlights and describes three key components of the Wisconsin K-12 Energy Education Program (KEEP) that have led to two decades of increased statewide energy literacy. The success of the program can be attributed to supportive partnerships that guide staff, the development of an adaptive conceptual framework, and a professional development network for teachers. We offer these components as a guide for other energy education programs to promote future successes in teacher professional development in energy education.Continue Reading
Linking ecology and energy literacy efforts is an essential step for producing scientifically literate citizens who are able to make informed choices about energy, yet the two literacies have developed independently. To explicitly link these, we explored the interface between ecology, energy and education by inviting experts from diverse fields to share perspectives on how to improve public literacy in ecology and energy. This paper presents a synthesis of three organized sessions at the Ecological Society of America (ESA) August 2014 annual meeting: a symposium on a broad range of issues related to energy, ecology and sustainability; an organized oral featuring innovative approaches using ecological concepts to educate Kindergarten through college students about energy, and a share-fair where these innovations were demonstrated. Presentations represented all age-levels, non-formal and formal education, the geophysical sciences, public policy experts, government agencies, ecologists and sociologists, faith-based and environmental non-profits.
Diverse, creative and innovative educational approaches are underway, with major government funding attesting to their import. For ecologists, most of the energy applications centered on sustainability issues, and focused on climate change caused by fossil fuel development. Emerging considerations include direct impacts of energy development and transmission on ecosystems. Conversely, energy literacies should consider the role of ecology, given the ecological impacts involved in decisions about energy extraction and transport. General public audiences including environmental, faith-based and environmental justice communities are increasingly considering environmental dimensions in energy decisions and policy outreach but often on single, time-sensitive issues. Adult education would benefit from a more comprehensive integration of energy and ecology.
We propose that including an explicit ecology dimension in the energy literacies, and similarly involving energy application in the ecology literacies, would be synergistic and allow these inclusive and inherently interdisciplinary fields to flourish and best serve our educational goals of achieving an informed citizenry.Continue Reading
Columbia Water & Light is a municipal electric and water utility with a number of energy education programs. By hiring a full-time education and outreach coordinator, Water & Light has been able to create connections with existing audiences in the community. Historical and current programs have earned awards for the utility. Water & Light’s education programs touch on the science, math and social forces behind energy in the community through projects with adults and children alike. By addressing energy education from a number of angles, Water & Light hopes to provide the community a holistic view of their energy use and how they can improve, with a goal of increasing participation in the utility’s efficiency programs. Short descriptions of a number of programs highlight the work that Water & Light’s education and outreach team has developed over a number of years.Continue Reading
Reimagining energy education involves moving beyond the basics of energy use, conservation, and efficiency toward a more robust exploration of energy. This exploration should address energy access and equity, the impacts of energy choices, and personal attitudes, beliefs, and behaviors related to sustainable energy solutions. One approach to encourage this evolution is to use a learning context that inspires educators and students to delve deeply and methodically into the social, economic, and environmental interconnections of energy issues—in other words, to learn about energy within the context of global sustainability. In this article, we share Facing the Future’s definition of global sustainability education (GSE), explain why GSE is an effective context for energy education, and use Facing the Future’s newest energy curriculum to demonstrate how GSE can be employed to develop engaging and rigorous interdisciplinary energy curriculum.Continue Reading
Why don’t people adopt energy efficient appliances and curtail their behaviors to decrease energy use? People may not know which behaviors are truly effective and may be insufficiently motivated to change their behaviors. We focus on one area of this problem by first analyzing existing decision aids, tools available to help users make effective decisions. We explore EPA’s Energy Star program, DoE’s EERE calculators, and LBNL’s Home Energy Saver tool. We highlight their strengths and limitations and propose a framework to expand the functionality and uptake of the information through such aids. We suggest improvements along two broad areas. One area concerns the analytic capabilities and the information content of the decision aid, which focuses on (1) multiple goals and constraints, (2) hidden costs, and (3) heterogeneity in user characteristics. The other pertains to the framing so that users can easily process information through decision architecture by limiting choice overload and incorporating smart default options.Continue Reading
This paper explores the intrinsic but often weakly developed links between sustainability and issues of diversity, power, and privilege. It offers a systems-oriented conceptual framework for exploring and understanding how issues of diversity, power and privilege operate in social-ecological systems. This framework can be used as a learning tool with a wide array of audiences (higher education, organizational development, adult learners) and educational contexts (including but not limited to sustainability education programming).Continue Reading
The “Whole Earth Catalog” (1968-1972) featured a collection of creative ideas, articles, and durable, practical tools promoted from a utilitarian, environmentally conscious, and intellectual perspective. The wisdom inherent in the catalog may be of value to education today, as we seek innovative, timeless, and empowering technologies to promote sustained learning for all. This purpose of this article is to position the discussion of sustainable educational technology tools for 21st Century education within the context of the “Whole Earth” standards: 1) High quality at a reasonable cost, 2) Easily accessible, 3) Useful and relevant to independent or self education, and 4) Capable of launching a cascade of new opportunities.Continue Reading
Full PDF: Gardner JSE Vol 7 Dec 2014 Abstract: Finding out what students enjoy most, and designing a teaching curriculum to include those enjoyable activities, is the key to motivation and learning in a nontraditional educational environment. At the Maryland Correctional Institution in Jessup, ESL students love art expression in any form, thus, the instructor […]Continue Reading
The authors review the book “Greening the Academy: Ecopedagogy through the Liberal Arts”, by Samuel Day Fassbinder, Anthony J. Nocella II and Richard Kahn, from the point of view of Environmental Education, as well as from that of Education for Environmental and Ecological Justice. The review focuses on the importance of the book for tertiary (university level) educational fields. It tries to study the parts of the book within the framework of two major axes transecting all similar – environmental or ecological or justice – educational and research fields: the axis of “old vs. new” and the axis of “local vs. global”.Continue Reading
This conceptual article examines how teaching and learning has changed and continues to change as a result of the increase in cultural diversity in post-secondary classrooms. It focuses on how students’ and instructors’ culture and traditions impact the teaching and learning experience in culturally diverse post-secondary settings. Providing evidence from theoretical perspectives, this review assesses the need for and the potentially transformative nature of education that is sustainable.
English may be the lingua franca on North American university campuses, as well as on many campuses around the world, but since students and instructors come from many different backgrounds, just because English is the predominant language does not necessarily mean that education based on Western principles is the only way to do education. International students and instructors come from countries where education may be conducted differently and since the North American university system requires learning to be demonstrated in certain ways, it puts students that come from different systems at a disadvantage. Therefore it would seem that North American universities could benefit from the tenets of culturally sensitive teaching that Gay (2000) suggests as comprehensive, multidimensional, empowering, transforming, and emancipatory.
A personal reflection, from the professors’ perspective, of an arts integrated learning tool created to teach systems concepts in college level environmental studies and sustainability courses.Continue Reading
Learning in the outdoors has significant educational advantages for children in the Primary School years and the need to connect with nature is becoming increasingly prominent in research worldwide. Pro-environmental behaviour, especially in the early years, has been shown to have a causal relationship with connectivity with the natural environment. Place-based outdoor learning promotes a relationship with the natural environment and constructs deep environmental knowledge and understanding of the world that surrounds learners. Embedding Indigenous culture and knowledge into outdoor learning within Primary School programs enables local knowledge and understanding to permeate throughout activities in explicit and experiential ways. A place-based pedagogy recognises the importance of forming intimate relationships with place through regular visitations to the same outdoor environment. One of the many global challenges confronting teachers working in Primary schools is how to implement holistic learning into their educational programs. This paper explores how an Australian case study utilises place-based outdoor learning and environmental sustainability within the school curriculum.Continue Reading
This case study describes the Cook County Green Corps program, a green job training program serving African American young adults from a low-income neighborhood. The program was implemented by an interdisciplinary organizing team to build knowledge, skills, and participation in sustainable jobs and urban agriculture among young adults. The trainees’ experience was documented by a program evaluation survey, environmental knowledge survey, and 1 year reflection interview. We summarize the experiential design, implementation and evaluation of the program. We discuss the limitations and the benefits of the program for trainees and the neighborhood. We share recommendations for future green job training programs that can best serve urban neighborhoods.Continue Reading
Ecology Project International (EPI) is a non-profit organization dedicated to developing place-based, ecological education partnerships between local experts and high school students to address critical conservation issues. This photo essay depicts local students in action at EPI’s programs in Baja California Sur – Mexico, the Galapagos Islands – Ecuador, and the Greater Yellowstone Ecosystem. The photos show students engaging in field science, applied conservation, and sustainability-related activities geared toward helping them develop environmental literacy.Continue Reading
This article examines how an experiential education opportunity affected leadership development of a young adult over a five-year time period. The individual participated in a series of authentic environmental leadership activities which emphasized direct experience, peer-to-peer mentoring, and youth-adult partnerships. We illustrate how sustainability educators and planners can engage youth in meaningful leadership activities and encourage long-term leadership cultivation. Challenges to facilitating environmental youth leadership are also addressed, including relating to and providing appropriate support for adolescents and young adults.Continue Reading
Regional movements toward sustainability recognize that we share a common future. An approach to sustainability education infused with social justice requires joining this common endeavor alongside transformational approaches on individual, community, and larger scales. Transformation occurs most deeply through developing personal relationships with others working in these complex areas. Such relationships humanize abstract issues and build empathy, and they also help learners to better understand and describe ways in which they share similar motivations towards sustainability with others who initially seem quite different from themselves. This paper describes how a residential and experiential undergraduate semester in sustainability studies used personal encounters with a diversity of actors in our watershed to illustrate the range of people who must be considered and included in moving toward regional sustainability. Engaging a broad spectrum of people enables students to acknowledge the need to move forward alongside those who are different from and similar to themselves in various ways, redefining “them” as “us” within the watershed.Continue Reading
Adventure has been incorporated into sustainability education in a variety of ways, including through outdoor education and, more recently, through technology-enhanced learning. Technology has, for example, expanded opportunities for experiential learning through adventure as well as allowing learners to journey virtually along with explorers and scientists to the far-reaches of the world. This paper offers an overview of how adventure has traditionally been employed in both formal and informal education, discusses the differences between adventure education and adventure learning, shares research conducted on the role of adventure in the GoNorth! Adventure Learning Series, and advances suggestions for how adventure might be employed in sustainability education using distance, online, and mobile learning. The researchers propose the user-driven adventure learning environment (UDALE) as one model that educators and designers can draw from in both formal and informal learning settings as a means to fuse adventure, technology, and sustainability education in a pedagogically meaningful way.Continue Reading
PDF: BrookeMoranSpring2013 Abstract Engaging employees in social and environmental sustainability initiatives “…can improve a business’ bottom line and help it reach its sustainability goals” (NEEF, 2011, p. 14). While some organizations may have sensed this years ago, most are only recently acknowledging how critical employee engagement is to their ultimate success. Presumably, this realization is […]Continue Reading
A case-study methodology was used to explore the processes of change as experienced by 18 New Brunswick (Canada) families attempting to lead a more eco-sustainable lifestyle as part of a 6 month long provincial initiative called the NB Family Eco-Challenge. Cross-case thematic analysis of findings revealed the emergence of certain conceptual themes related to families who successfully adopted collective environmental actions. For instance, we note the presence of certain applied competencies in these families, such as a capacity for planning, openness to change and collective efficacy. We also noted that families who succeeded in integrating collective environmental actions shared biospheric values and tended to maintain their chosen actions when part of a support network. Based on these findings, this article concludes by outlining the lessons learned in terms of their potential for a possible educational program for families looking to adopt a more eco-sustainable lifestyle.Continue Reading
The human capacity for scientific thinking is an innate one that coexists with our ability to intuit, believe, and invent. In crafting engaging narratives that urge our readers or students to think and act rationally on behalf of our imperiled biosphere, writers who are not scientists should take care not to sustain negative stereotypes of science and scientists in their commentary, even if some of our greatest storytellers have done so.Continue Reading
Minimum impact camping is a focus of most wilderness programs, but what example are we setting for our students before we get to the backcountry? In the past eight years NOLS has increased its focus on leading and teaching front-country sustainability by example, in addition to Leave No Trace practices taught in wilderness classrooms. This article explores some of the strategies, challenges, and successes in bringing sustainability to NOLS’ front-country operations.Continue Reading
Environmental education (EE) strives to strengthen the ecological literacy of individuals and society. Guiding individuals along their own journey toward a deeper ecological literacy should be a central tenet of any EE program, and at least a complementary piece of programs in other closely related fields like experiential and adventure education, sustainability education, ecotourism, the natural sciences, conservation biology, public lands advocacy, wilderness-based therapy, ecopsychology and human rights and social justice. Regardless of their background, expertise, or actual job title, environmental educators should consider themselves key players in guiding individuals along their personal journey towards a deeper ecological literacy.Continue Reading