Sustainable Development and Learning: Framing the Issues

By Neil Chalmers; Stephen Gough et al. | Go to book overview

8

Curriculum and pedagogy

Introduction: themes for environmental meta-learning (TEMs)
In Chapter 4 we identified a need for environmental meta-learning, learning which occurs across the boundaries between different institutions, literacies and practices. In Chapter 7, we examined four different contemporary examples of approaches to curriculum design in sustainable development. We concluded that although each was in many respects excellent there was a need to go further: a need to create learning opportunities through engagement with worldviews and rationalities which primarily value, for example, hierarchy or competition, rather than through opposition to these. In this chapter we consider two examples of recent applied research, one successfully completed the other not, which explore the possibilities for learning of this kind. In both cases, the process of curriculum design made use of themes for environmental meta-learning (TEMS). Finally, we consider whether our analysis has implications for decision-making processes and ask what these might be.
Example 1:

sustainable development and the training of managers in North Borneo
The research described here took place during 1996-8. It was, for the most part, carried out in the small Sultanate of Brunei. However, the designation 'North Borneo' is also used here as a wider descriptor to include the East Malaysian state of Sarawak, which surrounds Brunei and, in fact, divides it into two disconnected parts. This is done because:
• Some official policies which had a bearing on the research were conceived, at least in part, at this scale (e.g. tourism development)
• Some environmental impacts relevant to the research crossed international boundaries (e.g. forest fires and the smoke they produced)
• This wider setting of North Borneo was used in conceptualising the study (Gough, 1995).

From the point of view of sustainable development North Borneo has a number of interesting characteristics. It is located approximately 5°N of the Equator, has a hot,

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Sustainable Development and Learning: Framing the Issues
Table of contents

Table of contents

  • Title Page iii
  • Contents v
  • Illustrations vii
  • Foreword ix
  • Acknowledgements xi
  • Authors' Introduction xiii
  • 1 - Framing the Issues 1
  • 2 - The Policy Context 12
  • 3 - Language and Meaning 23
  • 4 - Learning and Sustainable Development 31
  • 5 - Humans and Nature 44
  • 6 - Theory and Practice 56
  • 7 - Management of Learning 66
  • 8 - Curriculum and Pedagogy 78
  • 9 - Measuring Learning 87
  • 10 - Monitoring and Evaluation 97
  • 11 - Building Capacity, Developing Agency 110
  • 12 - Economic Behaviour 120
  • 13 - Globalisation and Fragmentation 133
  • 14 - What Happens Next? 143
  • References 148
  • Index 161
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