Sustainable Development and Learning: Framing the Issues

By Neil Chalmers; William Scott 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,

-78-

Notes for this page

Add a new note
If you are trying to select text to create highlights or citations, remember that you must now click or tap on the first word, and then click or tap on the last word.
One moment ...
Default project is now your active project.
Project items

Items saved from this book

This book has been saved
Highlights (0)
Some of your highlights are legacy items.

Highlights saved before July 30, 2012 will not be displayed on their respective source pages.

You can easily re-create the highlights by opening the book page or article, selecting the text, and clicking “Highlight.”

Citations (0)
Some of your citations are legacy items.

Any citation created before July 30, 2012 will labeled as a “Cited page.” New citations will be saved as cited passages, pages or articles.

We also added the ability to view new citations from your projects or the book or article where you created them.

Notes (0)
Bookmarks (0)

You have no saved items from this book

Project items include:
  • Saved book/article
  • Highlights
  • Quotes/citations
  • Notes
  • Bookmarks
Notes
Cite this page

Cited page

Style
Citations are available only to our active members.
Buy instant access to cite pages or passages in MLA, APA and Chicago citation styles.

(Einhorn, 1992, p. 25)

(Einhorn 25)

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited page

Bookmark this page
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
Settings

Settings

Typeface
Text size Smaller Larger Reset View mode
Search within

Search within this book

Look up

Look up a word

  • Dictionary
  • Thesaurus
Please submit a word or phrase above.
Print this page

Print this page

Why can't I print more than one page at a time?

Help
Full screen
/ 173

matching results for page

    Questia reader help

    How to highlight and cite specific passages

    1. Click or tap the first word you want to select.
    2. Click or tap the last word you want to select, and you’ll see everything in between get selected.
    3. You’ll then get a menu of options like creating a highlight or a citation from that passage of text.

    OK, got it!

    Cited passage

    Style
    Citations are available only to our active members.
    Buy instant access to cite pages or passages in MLA, APA and Chicago citation styles.

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn, 1992, p. 25).

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences."1

    1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

    Cited passage

    Thanks for trying Questia!

    Please continue trying out our research tools, but please note, full functionality is available only to our active members.

    Your work will be lost once you leave this Web page.

    Buy instant access to save your work.

    Already a member? Log in now.

    Oops!

    An unknown error has occurred. Please click the button below to reload the page. If the problem persists, please try again in a little while.