Should and Can Education Save the Planet? ECER2019 Keynote now online

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Last month I attended the European Conference on Educational Research (ECER in Hamburg this year. Around 3000 participants from over 60 countries attended the conference. Since the overall theme was ‘Education in an Era of Risk – the Role of Educational Research for the Future’ I had the honor of being asked as one of the plenary keynote speakers, as was my good colleague and friend Heila Lotz-Sisitka from Rhodes University in South Africa who, like myself, is a member of ECER/EERA’s subnetwork on Environmental and Sustainability Education (Network 30), one of the youngest and rapidly expanding networks.

The title of my talk was: Should and Can Education Save the Planet? In the talk I outlined the current global sustainability challenges form a learning perspective and I introduced the concept of sustainability-oriented ecologies of learning. I also introduced the notion of sustainability Bildung in which Biesta’s three tasks of education are reconfigured with Planet in mind to become eco-subjectification, eco-socialization and eco-qualification.

You can watch the full keynote here (also understandable for the deaf and hearing impaired as the talk was kindly supported with sign language).

Here is the official ECER2019 abstract of the keynote.

Education unwillingly has become a key mechanism for fostering economic development, innovation and growth. In the meantime, humanity is facing a range of sustainability issues that include: rising inequity, loss of democracy, runaway climate change and mass extinction. These issues can be so overwhelming that they can easily lead to apathy and despair which will only make them bigger. We appear to be at a tipping point where the decisions we make about how to live together will be crucial for the future of our planet. There is no better time than now to ask:  What is education for? What if education would serve people and planet rather than just or mainly economic interests?  Is this a role education should play? And, if so, what does such an education look like?

Based on emerging research and practices from around the world, I will sketch forms of education and learning that are: responsive, responsible and transformative in light of global sustainability challenges. Sustainability here is not seen as another subject to be added to an overcrowded curriculum, but rather as a continuous quest for finding ways to live more equitably, meaningfully and healthier on the Earth without compromising planetary boundaries and the futures of the coming generations. Such a quest requires a more relational pedagogy that can help establish deeper connections with people, places and other species. Such a pedagogy not only invites reflection on values and ethics, and the utilization of diversity, but also the critiquing and transgressing of the structures and systems that make living unsustainably easy and living sustainably hard.

 

Learning-based transformations towards sustainability: a relational approach based on Humberto Maturana and Paulo Freire

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Recently a new paper I co-authored with lead author Daniele Tubino Souza and second co-author Pedro Jacobi appeared in Environmental Education Research – see: https://doi.org/10.1080/13504622.2019.1641183 or click:  Relational Pedagogy Freire & Maturana  

Here is the abstract. This paper is a part of Daniele’s PhD work at the University of Sao Paulo in Brazil which Pedro and I co-supervise. The paper is a first attempt to link the thinking of Paulo Freire and Humberto Maturana to each other and to emancipatory sustainability-oriented transformations in urban area’s.

Abstract

This article investigates the relevance of the work of the Latin-American thinkers Humberto Maturana and Paulo Freire to learning-based transformations towards sustainability. This analysis was inspired by a case study of a Brazilian urban community seeking to develop pathways towards sustainable living and was informed by a review of their key works. The paper aims to obtain a better conceptualization of learning-based transformations and provide insights into collective learning processes focused on advancing sustainable practices. We present notions of the transformative social learning approach that underpins the case study, using the concepts of Maturana and Freire as a lens. Our results indicate the importance of a relational approach in fostering collective learning processes. Finally, we derive three principles that can guide such processes: (1) facilitating transformative interactions between people and places, (2) enabling dialogic interaction within a climate of mutual acceptance, and (3) creating space for ontological pluralism.

One of the two key figures can be seen below – please go to the the publisher’s website to find the paper and the other figures!
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Towards a Framework for Designing and Assessing Game-Based Approaches for Sustainable Water Governance – New paper (open-access)

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Together with Alice Aubert and Wietske Medema I co-authored a review paper on the designng and assessing of game-based approaches for sustainable water governance. In the paper we try to map these approaches using a heuristic that is derived from work Bob Jickling and I did well over 10 years ago on the positioning of sustainability-oriented education and learning. The resulting paper you can find below. Here is the abstratc. Disclosure: The paper appears in the journal Water which is part of MDPI whose publishing model I critiqued in an earlier blog post.

Abstract 

Most of the literature on serious games and gamification calls for a shift from evaluating practices to using theories to assess them. While the former is necessary to justify using game-based approaches, the latter enables understanding “why” game-based approaches are beneficial (or not). Based on earlier review papers and the papers in this special issue of Water entitled “Understanding game-based approaches for improving sustainable water governance: the potential of serious games to solve water problems”, we show that game-based approaches in a water governance context are relatively diverse. In particular, the expected aims, targeted audience, and spatial and temporal scales are factors that differentiate game-based approaches. These factors also strongly influence the design of game-based approaches and the research developed to assess them. We developed a framework to guide and reflect on the design and assessment of game-based approaches, and we suggest opportunities for future research. In particular, we highlight the lack of game-based approaches that can support “society-driven” sustainable water governance.
Here is the link to the full paper which is freely downloadable.

Education for Sustainable Development in the ”Capitalocene” – Call for abstracts

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There is still some time to submit your manuscript idea or abstract for this special issue Educational Philosophy and Theory (EPAT) that I am co-editing with my Swedish colleagues from the University of Gothenburg – Helena Pedersen, Beniamin Knutsson, Dawn Sanders and Sally Windsor. The deadline for – just the abstract – is May first. Go to the Routledge website for the details and see the description below!

Special Issue

ESD in the ”Capitalocene”: Caught up in an impasse between Critique and Transformation

Has Education for Sustainable Development (ESD) reached an impasse? Offering an application of Baudrillard’s thoughts to educational research, Paul Moran and Alex Kendall wrote in 2009 that education researchers are engaged in an act of forgery; a manufacture of presuppositions about what education is. Moran and Kendall argue that our research approaches, produce nothing but illusions of education, not because our approaches and methodologies are somehow flawed, rather that these illusions are what education is. Education, they claim, does not exist beyond its simulation.

Perhaps more provocatively, this implies that all critique of educational practice, from the revolutionary critical theory of Marx and the Frankfurt School via Foucauldian power analyses, as well as more recent ”new materialist” and post-qualitative approaches and beyond –are also part of the simulation of education process. These movements constitute an “improvement agenda” of education, and over and over again, more interventions are produced and critiques are repeated to foster improvements, pursued as if they were possible (Moran & Kendall 2009, p. 329).

We would like to take this Baudrillardian analysis of education as a springboard for thinking around ESD and capitalism. ESD is paradoxically positioned right at the nexus of looming ecological crises (”the Anthropocene” [Crutzen & Stoermer 2000]; the ”Capitalocene” [Malm & Hornborg 2014]) while at the same time the ESD field has been severely criticised for its presumed normativity (Jickling 1994). Quite regardless of the validity of this critique, embedded in the core idea of ESD is, arguably, a grandiose ”improvement agenda” – not only of education, but of the planetary condition as such. There is an asssumption that if we can find the appropriate way of ”doing” ESD, a sustainable world is within reach.

However, if there is nothing that may be called education “that exists independently of the methodologies, comments, curricula designs, testing regimes, forms of discrimination”, as Moran and Kendall (2009, p. 333) put it, what place is there – if any – for ESD under current conditions of predatory capitalism, exploitation of natural “resources”, transgression of planetary boundaries, and the destructive fantasy of infinite growth? Does ESD generate nothing but reproduction, much like capitalism itself (e.g. Hellberg & Knutsson 2018)? Is ESD an affect-organizing “comfort-machine” in the classroom (Pedersen 2019), sustaining the present order of things? Perhaps Bruno Latour (2004) captures the point most aptly: ”Are we not like those mechanical toys that endlessly make the same gesture when everything else has changed around them?” (p. 225) Latour suggests, that the critic “is not the one who lifts the rugs from under the feet of the naïve believers, but the one who offers the participants arenas in which to gather” (p. 246). Such arenas, Giroux observes, need “an understanding of how the political becomes pedagogical, particularly in terms of how private issues are connected to larger social conditions and collective force” (Giroux 2004, p.62).

Stratford (2017) has recently called for education researchers to identify and respond to the challenging philosophical issues evoked by the current ecological crises. Our initiative is a response to Stratfords’s call; however, our starting point differs from how educational philosophy can “improve education in the Anthropocene” (p. 3) and is rather concerned with the “impossibility” of this claim.

We suggest that the idea of ESD as producing illusions of education rather than a sustainable world, does not necessarily lead to an impasse, but can, in Moran and Kendall’s (2009) words, be a very useful place to begin. We are looking for theory-, philosophy-, and empirically-driven papers that address the  ”impossible” position of ESD in ”the Capitalocene” at an urgent juncture in history.

Contributions may address, for instance, the following areas of inquiry;

  • Has ESD reached an impasse, and if so; how can it be understood?
  • Are there ”functions” of ESD beyond the improvement agenda, and beyond the cycle of Critique and Transformation?
  • Is ESD a form of simulation and, if so, what purposes might such simulation serve?
  • How can ESD effectively interfere with capitalism, its forces and threats to life-supporting Earth systems?
  • In what arenas of intervention and action can ESD assemble its participants?
  • How can we reimagine education in extinction and post-extinction narratives?

Submission Guidelines

Please send your abstract of 250-500 words, along with references and a brief bio, to both Helena Pedersen and Beniamin Knutsson, University of Gothenburg.

Final article manuscripts will be approx. 6000 words.

  • Abstract due: May 1, 2019
  • Notification of acceptance: May 20, 2019
  • Manuscript submission deadline: November 1, 2019

Guest Editors:

  • Helena Pedersen, University of Gothenburg
  • Beniamin Knutsson, University of Gothenburg
  • Dawn Sanders, University of Gothenburg
  • Sally Windsor, University of Gothenburg
  • Arjen Wals, University of Wageningen

Link to the publisher’s website is here!

EPAT

“We no longer wish to participate in the ranking of people” Ghent University wants to become a place where talent feels valued and nurtured

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“A university is above all a place where everything can be questioned.”

My last two blog posts have been raising some critical questions about the viability and legitimacy of the scientific ‘enterprise’ in neo-liberal times. The Publish AND Perish blog post led to a lot of responses from colleagues within academic but also from the publishing ‘industry,’ including from the CEO of MDPI, Paul Vazquez. Coincidentally, a few weeks later, Ghent University in Belgium released a statement in which the university declared to go  – what I would call – ‘off-the-grid’ of commodification, marketization and economic globalization by turning towards, autonomy, (local) relevance, responsibility towards people and, hopefully planet as well, by creating spaces for transdisciplinarity, boundary-crossing and collaborative action (perhaps I am filtering the statement using my own lens – apologies if I do so). Below some excerpts form the statement which can be found here as well: Ghent University’s New Pathway

Here is the message from Ghent’s Vice Chancellor Rik van de Walle

‘We are transforming our university into a place where talent once again feels valued and nurtured’

(17-12-2018)

Our university should once again belong to the academics, rather than the bureaucracy, writes the rector of Ghent University, Rik Van de Walle.

Ghent University is deliberately choosing to step out of the rat race between individuals, departments and universities. We no longer wish to participate in the ranking of people.

It is a common complaint among academic staff that the mountain of paperwork, the cumbersome procedures and the administrative burden have grown to proportions that are barely controllable. Furthermore, the academic staff is increasingly put under pressure to count publications, citations and doctorates, on the basis of which funds are being allocated. The intense competition for funding often prevails over any possible collaboration across the boundaries of research groups, faculties and – why not – universities. With a new evaluation policy, Ghent University wants to address these concerns and at the same time breathe new life into its career guidance policy. Thus, the university can again become a place where talent feels valued and nurtured. We are transforming our university into a place where talent once again feels valued and nurtured.
With the new career and evaluation model for professorial staff, Ghent University is opening new horizons for Flanders. The main idea is that the academy will once again belong to the academics rather than the bureaucracy. No more procedures and processes with always the same templates, metrics and criteria which lump everyone together.
We opt for a radically new model: those who perform well will be promoted, with a minimum of accountability and administrative effort and a maximum of freedom and responsibility. The quality of the individual human capital is given priority: talent must be nurtured and feel valued.
This marks the end of the personalized objectives, the annual job descriptions and the high number of evaluation documents and activity reports. Instead, the new approach is based on collaboration, collegiality and teamwork. All staff members will make commitments about how they can contribute to the objectives of the department, the education programmes, the faculty and the university.
The evaluations will be greatly simplified and from now on only take place every five years instead of every two or four years. This should create an ‘evaluation break’. 

 

We opt for a radically new model: those who perform well will be promoted, with a minimum of accountability and administrative effort and a maximum of freedom and responsibility. At the same time, we want to pay more attention to well-being at work: the evaluations of the supervisors will explicitly take into account the way in which they manage and coach their staff. The model must provide a response to the complaint of many young professors that quantitative parameters are predominant in the evaluation process. The well-known and overwhelming ‘publication pressure’ is the most prominent exponent of this. Ghent University is deliberately choosing to step out of the rat race between individuals, departments and universities. We no longer wish to participate in the ranking of people.

Through this model, we are expressly taking up our responsibility. In the political debate on the funding of universities and research applications, a constant argument is that we want to move away from purely competitive thinking that leaves too little room for disruptive ideas. The reply of the policy makers is of course that we must first do this within the university itself. This is a clear step in that direction, and it also shows our efforts to put our own house in order.
With this cultural shift, Ghent University is taking the lead in Flanders, and we are proud of it. It is an initiative that is clearly in accordance with our motto: ‘Dare to Think’. Even more so, we dare to do it as well.
A university is above all a place where everything can be questioned.
Where opinions, procedures and habits are challenged. Where there is no place for rigidity.

 

I am absolutely convinced that in a few years’ time we will see that this new approach has benefited the overall quality of our university and its people.

Rik Van de Walle, rector.

Act Now for Environmental Education – A renewed global pledge for strengthening education and learning for a more sustainable world

GlobalActionThe Global Environmental Education Partnership (website) has created a pledge for reinvigorating Environmental Education world-wide in light of urgent sustainability challenges. In the pledge the global environmental education community is asked to work toward three visionary goals:

Every nation has an environmentally informed, empowered, and active populace and         
   workforce.
The leadership of every government, business, NGO, and educational institution uses
    environmental education to achieve environmentally sustainable outcomes.
Every educational institution incorporates environmental literacy into its mission, goals,
   and activities.
A tall order? Yes. But goals should be tall to keep them in sight as we advance step-by-incremental-step towards attaining them.

pledge letter  can be found here. By signing it you are endorsing these long-term goals and committing to do your part to achieve them. This website highlights 10 suggested areas for action. Hundreds of educators around the world have vetted these actions and helped outline key areas of focus for the field. Over time, GEEP will provide resources and support, including ongoing campaigns and activities, to help inspire action to move our collective agenda forward. By signing the pledge, you can stay connected to this global network.

Groundbreaking Network ENSI hands over the baton with a great collection to accelerate sustainability in schools

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Last week a wonderful collection of contributions recognizing the work of the Environment and School Initiatives network (ENSI) became available as a free online open-access pdf. In 32 chapters people who have played a role in the network reflect on history, trends and prospects of education engaging with sustainable development in a meaningful way. Below a part of the introduction by one of the editors and driver of ENSI Christine Affolter. Here you find the link to the book.ENSI Final Book

ENSI – 30 Yearof Engagement for Educatioand School Development

by Christine Affolter

ENSI has been an independent, self-managed network of experts drawn from the fields of Environmental Education (EE) and Education for Sustainable Development (ESD) and financed by member countries and individual members. During the life time of the organisation ENSI often anticipated upcoming themes and new demands and through analyses, reflection, and participative debates drew up an annual working programme to meet these needs.

Often ENSI was the forerunner of themes and developments and as a result its work had a significant impact on schools in Europe, Asia and Australia through curriculum development, teacher education, and quality indicators. But having the favourable status of a self-managed network also involved a permanent challenge to find appropriate financing and over three decades ENSI had to find a balance between the professional quality of its work and the available funding resources.

Thanks to the commitment of the ENSI experts the network gained a high international reputation. Initially ENSI was founded by OECD/CERI in 1986 and aimed to respond to two related triggers (Elliott, 2018):

The increasing pressure from ‘grassroot-groups’ concerned about the impact of economically driven developments on the environment that were asking for school programmes to support students and teachers in the development of new competences such as critical thinking, dealing with complexity, and reflectivity.

Governments and schools that had to deal with the educational implications of the increasing social complexity resulting from rapid economic and social change. Schools needed to find answers in their local environment realising that centralized curricula couldn’t completely fulfil the needs of the local communities.


The chapter I wrote (see below) can be found here: Wals_Lessons_from_the_ENSI_Network-split-merge (1).

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Open on-line course – Civic Ecology: Reclaiming Broken Places – Registration now open

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In September the Cornell Open On-line Course “Civic Ecology: Reclaiming Broken Places” will run again. Participants of this online course explore the people, places, and practices that restore nature and revitalize neighborhoods. Colleague and environmental educator Marianne Krasny and her team at Cornell University have been running this course successfully for a few years now and the topic is more timely then ever. The content connects with a some excellent publications which Krasny and her team have put together recently and published with Cornell University Press. Including – just out – Grassroots to Global: the broader impact of civic ecology More info and Urban Environmental Education Review (edited by Krasny and Russ). More info!

Course Dates: Sept 18 – Nov 5, 2018
Register: Registration Form

View Course Trailer

Grassroots to Global Broader Impacts of Civic Ecology

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Together with my former PhD-student, friend and colleague in the T-Learning project (www.transgressivelearning.org)  Martha Chaves I co-authored a chapter on the Nature of Transformative Learning for Social-Ecological Sustainability for this new book edited by Cornell University colleague Marianne Krasny. The vignette from the publisher’s webpage featuring the book states:

Addressing participatory, transdisciplinary approaches to local stewardship of the environment, Grassroots to Global features scholars and stewards exploring the broad impacts of civic engagement with the environment.

Chapters focus on questions that include: How might faith-based institutions in Chicago expand the work of church-community gardens? How do volunteer “nature cleaners” in Tehran attempt to change Iranian social norms? How does an international community in Baltimore engage local people in nature restoration while fostering social equity? How does a child in an impoverished coal mining region become a local and national leader in abandoned mine restoration? And can a loose coalition that transforms blighted areas in Indian cities into pocket parks become a social movement? From the findings of the authors’ diverse case studies, editor Marianne Krasny provides a way to help readers understand the greater implications of civic ecology practices through the lens of multiple disciplines.

Contributors:
Aniruddha Abhyankar, Martha Chaves, Louise Chawla, Dennis Chestnut, Nancy Chikaraishi, Zahra Golshani, Lance Gunderson, Keith E. Hedges, Robert E. Hughes, Rebecca Jordan, Karim-Aly Kassam, Laurel Kearns, Marianne E. Krasny, Veronica Kyle, David Maddox, Mila Kellen Marshall, Elizabeth Whiting Pierce, Rosalba Lopez Ramirez, Michael Sarbanes, Philip Silva, Traci Sooter, Erika S. Svendsen, Keith G. Tidball, Arjen E. J. Wals, Rebecca Salminen Witt, Jill Wrigley

Here’s a link to Grassroots to Local

Reflection methods: tools to make learning more meaningful – new open access guide

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This guide for trainers, educators and facilitators, compiled/written by Femke Gordijn, Natalia Eernstman, Jan Helder, Herman Brouwer and published by Wageningen UR’s Centre for Development Innovation (CDI), summarises methods that can be used to facilitate the process of reflection on the knowledge and experiences people acquire during a capacity development trajectory or training event. The authors believe that by explicitly integrating reflection in the learning process the learning will become clearer and better articulated and will contribute more strongly to meaningful change. They advise facilitators to deliberately include reflective learning sessions in their process design and implementation. This handbook can inspire you to do so and provides many methods which help to facilitate this. I was asked to write a Preface in which where I suggest that dealing with complex and even ’wicked’ sustainability challenges, above all, calls for learning individuals, learning organisations, learning networks and even a learning society.

“But not just any kind of learning, the kind of learning that is able to make explicit and question our assumptions, values and ways of seeing the world, learning that invites us to continuously reflect on the tensions and contradictions between them, learning that reveals the powers and inequities that tend to keep things the way they are or force us in directions we may not want to go. In other words, learning that questions the taken for granted, the normalised, the hegemonic and the routine. But also learning that enables us to make change and to transform others, and ourselves while learning from trying to do so.” (From the Preface, p6)

The book which can be downloaded here:

Link to the Open Access PDF is accompanied by 7 online videos of reflection methods.

You will find them here: Videos and other resources

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Help shape a global action plan for environmental education by providing feedback on the Call for Action from the GEEP

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I am fortunate to be one of the advisors to the Global Environmental Education Partnership (GEEP). The GEEP – which has been initiated a few years ago by the Environmental Protection Agency of Taiwan and the USA and coordinated by the NAAEE- is focused on building capacity for environmental education and sustainability around the world and using the power of education to help address global environmental and social problems. Its advisors are made up of researchers, policymakers, education practitioners, and others who represent government and non-governmental sectors from countries and regions around the world.

As environmental educators, we know that environmental education informs, inspires, and enlightens. It builds human capacity, provokes questions, enhances skills and shapes values and attitudes. It galvanizes individuals, families and communities to make informed decisions about the environment that lead to a sustainable society. Even more, it helps people connect deeply with each other, their communities, and the natural world.

Given the unprecedented challenges we face as a global society—from climate change and biodiversity loss to decreasing access to nature and a growing gap between the rich and poor—there has never been a more important time to scale up our environmental education efforts. Global leaders must make better use of education and capacity-building as strategies to improve the environment, along with tools of governance, regulation, economic and community incentives, and technology.

This Call for Action is asking the international environmental education community to take stock of where we are as a field and think ahead to the future. It includes ten draft actions, crafted with input from GEEP leaders from around the world, and is designed to get input from educators working in this field about our key priorities for the next decade.

You can help shape the future agenda by letting us know what you think. Which actions are most important? What’s missing? Visit ActNowForEE.org and cast your vote for your top three priorities and let us know what you think matters most. Your input will help create a global action plan for the next 10 years. Below you find the 10 proposed actions and here is a link to the brief survey where you can provide your input: express your ideas here!

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Call_2

Call_3

New book – Sustainability Science: Key issues

 

 

SustScienceSustainability Science Key Issues Edited by Ariane König (Université du Luxembourg, Luxembourg) and Jerome Ravetz (Oxford University, UK) is a comprehensive textbook for undergraduates and postgraduates from any disciplinary background studying the theory and practice of sustainability science. Each chapter takes a critical and reflective stance on a key issue of sustainability from contributors with diverse disciplinary perspectives such as economics, physics, agronomy and ecology. This is the ideal book for students and researchers engaged in problem and project based learning in sustainability science.

I co-authored Chapter 2 with Michael A Peters titled: Flowers of resistance: Citizen science, ecological democracy and the transgressive education paradigm. Here’s a short intro to our joint effort. “When democracy can be hijacked, power corrupts and capitalism penetrates deeply into society, including into our schools, what prospects still exist for education for a more sustainable world? Democracy is painfully slow and open to manipulation: the question must be asked whether it is up to the task in the new global environment where action is through agreement of interest-based states. And yet in a post-truth world there are important issues that yoke science as empirical truth with democracy that we might christen ecological democracy which provides the warrant and justification for civil action, and demonstrates the new power of citizen science groups that can act autonomously in the interest of their local communities. In this paper we seek comfort, inspiration and support from emerging forms of ecological democracy, civic science and transgressive education.  The latter invites conflict and disruption as mechanisms to break with stubborn, unsustainable routines, that encourage people to leave their comfort zone. The resulting discomfort can be generative when it invites people to explore other options, to build new alliances or to re-think what they always thought to be normal or true. Learning on the edge of one’s comfort zones amidst a plurality of ideas, can help us interrogate and rethink the way we frame – or are made to frame – our experiences, as well as our cultural narratives and associated encultured and embodied ontological pre-dispositions.”

Full reference: Wals, A.E.J. and Peters, M.A. (2017) Flowers of Resistance: Citizen science, ecological democracy and the transgressive education paradigm König, A. & Ravetz, J. (ed.). 2017.  Sustainability Science: Key Issues.  London: Earthscan/Routledge.

Here’s the link to the book: Sustainability Science: Key Issues

Critical case-studies of non-formal and community learning for sustainable development

Together with UNESCO’s Alexander Leicht and Yoko Mochizuki I co-edited a special issue in the journal International Review of Education on Non-formal and Community Learning for Sustainable Development. Here you find a link to our introductory article.

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I am pasting the final two paragraphs of the editorial introduction below:

“If there is any overall conclusion or pattern which might be drawn from all the contributions to this special issue, it is that boundary crossing is becoming a critical element of learning for, within and from sustainable development. This connects well with Vare and Scott’s (2007) notion of ESD 2, but also with the future directions for environmental and sustainability education highlighted in a recent edited volume on this topic by Peter Corcoran et al. (2017). By moving between perspectives, navigating force fields, handling diversity and stepping in and out of one’s comfort zone, new possibilities emerge for rethinking how we work, live, connect and organise our lives. This also implies working on topics and themes in more integrated ways, covering the nexus of, say, water, energy, food, health, equity and climate, rather than trying to zoom in on “just” one of those aspects. Similarly, the SDGs can only be meaningfully addressed when viewed in their relationship with each other. Boundary crossing between forms of learning will be necessary as well, blending formal, non-formal and informal forms of learning on the one hand, and, for instance, experiential, social, place-based and ICT-supported learning on the other. The result might be a learning ecology or an ecology of learning, a concept used by George Siemens (2005) which requires the integration of principles explored by chaos, network, complexity and self-organisation theories.”

“As the target year for the achievement of the 2030 Agenda with its 17 SDGs is approaching, new forms of governance, education, learning and capacity-building will need to be supported which will enable blended forms of learning in vital partnerships between societal actors seeking to live more lightly and equitably on Earth, using their own context (historically, culturally, economically, socially and ecologically) as a starting point. This also means investing in capacity building for boundary-crossing, brokering relationships and building trust and social cohesion, as these processes and properties seem critical for social learning and transformation within communities. The cases featured in this special issue are only a few of many that exist around the world, but most are not researched, documented and shared very well, and herein lies another challenge: making learning towards sustainability in communities more visible and explicit, and finding better mechanisms for sharing them, not just through special issues in a peer-reviewed journal, but also in ways which can more directly inform, or rather, engage, policy and practice.”

UNESCO Chairs in Education for Sustainable Development reflect on accomplishments and challenges in new report

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A new UNESCO publication containing the reflections of  a number of UNESCO Chairs who focus on an aspect of Education for Sustainable Development (ESD) has just been published as an open access report.

Michelsen G. and Wells P. J. (Editors) A Decade of Progress on Education for Sustainable Development Reflections from the UNESCO Chairs Programme. Paris: UNESCO. Freely downloadable. Download the report here!

Conclusions  from the foreword by the editors.

“The UNESCO Chairs, together with UNITWIN projects, made an active contribution to the worldwide UN Decade on Education for Sustainable Development. In particular, in the area of higher education, but also in other educational sectors, the UN Chairs have kick-started a wide variety of interesting activities, as the contributions to this volume demonstrate. Even though a number of UNESCO Chairs focusing on specific issues related to sustainable development, and to education for sustainable development, have been established in several countries over the past few years, it has unfortunately not yet been possible to anchor sustainability in the teaching that occurs in higher education – apart from individual examples, such as Sweden, where higher education institutions are legally required to promote sustainable development. UNESCO Chairs should be given the resources and opportunities to take on even greater responsibility for this area of education, as its graduates play a key role in disseminating ideas about how society should develop, and they make a significant contribution to sustainable development through science and research.

The SDGs mark an important turning point in the focus of the UNESCO Chair and UNITWIN Programme work as well as a challenge to build on their acknowledged achievements. As highlighted earlier, the SDGs place an earnest call on higher education institutions to focus their endeavours on addressing the world’s most fundamental developmental issues – not only those related to education but on all areas of human activity – from clean water and healthy living spaces, to peace building, issues of gender disparity and non-discriminatory prosperity. The challenges for the UNESCO Chairs on ESD, and indeed for all the UNITWIN Networks and Chairs across all fields of activity, is to now use their power of collective creative thought to find solutions to meet these challenges. The Chairs in ESD have now entered a period of consolidation and forward strategizing – a period which requires them to look beyond the theory to the practical and to pertinent problem solving. Turning theoretical knowledge into practice demands them to be at once trans-disciplinary in their implementation design worldwide, to cooperate and collaborate with the wider family of UNESCO Chairs and to urge the full embodiment of ESD into the broader research, teaching and learning higher education agenda towards 2030. The current publication provides a reference point, reflecting the past achievements of the UNESCO Chairs’ diverse areas of thematic focus during the worldwide UN Decade on Education for Sustainable Development, their outlook for the Global Action Programme (2015-2019) and beyond in the context of the Sustainable Development Goals.”

As on of the invited Chairs I wrote Chapter 2 titled Transformative Social Learning for Socio-Ecological Sustainability at the Interface of Science and Society: A Forward-looking Retrospective.

Wals, A.E.J. (2017). Transformative Social Learning for Socio-Ecological Sustainability at the Interface of Science and Society: A Forward-looking Retrospective. In: Michelsen G. and Wells P. J. (Editors) A Decade of Progress on Education for Sustainable Development Reflections from the UNESCO Chairs Programme. Paris: UNESCO, p. 18-28.

Online MSc-level Course on Education for Sustainable Development (15ECTS) starts in November at Gothenburg University

GUESD100
Last year IDPP at Gothenburg University in Sweden, with support from ECS  at Wageningen University in The Netherlands, pilotted an on-line Masters Course on ESD. The course has been designed to become the the starter course for a whole MSc-degree in ESD that is currently under construction which we hope to launch in September of 2018. This November we will run the course again, not only because the course received positive evaluations but also because we think we can do even better having had the benefit of the feedback we received from students and our own reflections.

The course is of interest if you:

  • Want to work for increased public awareness, knowledge and action competence in sustainable development and responding to the UN’s Sustainable Development Goals (SDGs);
  • Are interested in supporting learning for sustainable development among diverse groups;
  • Are involved in social movements for people, animals, and the environment, and want to learn more about the role of education in creating a more equitable, peaceful, and ecologically viable world;
  • Are a teacher/educator looking for ideas and strategies to better integrate education for sustainable development in your classrooms or in community settings.

What is the role and responsibility of education to not only respond to sustainability problems, but also to prevent them and create more sustainable futures?

This question is at the core of the web-based course in Education for Sustainable Development. In this 15 credit MSc-level Master’s course you will critically and actively explore central concepts and perspectives in the field of education for sustainable development. The course content will be related to your own interests and prior experiences. You will be among other Master students from different parts of the world with different backgrounds (e.g. environmental sciences, social sciences, economics, arts and humanities).

It is a distance course, all teaching will be carried out online. Course language is English.

More information: Info about GU-ESD100 course at Gothenburg University

Or paste  www.idpp.gu.se/ESD100 into your browser.

Alternatively send an email to Sally.Windsor@gu.se or to me: Arjen.Wals@gu.se or

Note: For most European students the course is free. Non-EU citizens likely will have to pay a tuition fee.

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