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Whole school approaches with schools as catalysts of change Constructivist, democratic, cooperative and participatory processes Theories, models and principles sampled through case studies Innovative teaching and learning methods Values education to promote action competence Political literacy and citizenship 395 page CD . . . and more . . .
1. Philosophical and theoretical diversity 2. The relevance of social theory and citizenship 3. The need for adequate models of the relationship between culture (society) and environment (nature) 4. The merits and limits of values education
Seven units:
0 Whole school approaches and pupil participation 1 Why bother with ESD? 2 Values and attitudes 3 Cultural perspectives on ESD 4 Leading and managing change 5 Teaching through the environment 6 School self-evaluation in ESD 7 Case studies and action research
The most effective CPD integrates three areas of knowledge; theoretical, contextual and personal. In the SEEPS Project teachers are asked to engage with theories, models and principles, to examine these in a number of European case studies and to use their own personal experience to interpret this information to promote whole school development in their own school. From conference flyer
Action Surveys which lead to environmental strategies and actions for schools Expressive arts and sensory approaches to environmental teaching Sustainable action, futures perspective, damage prevention rather than damage limitation
Lifelong, integrated and community Through Agenda 21, instigate based approaches that are based on local communities, integrate formal education with other agencies Hope before apathy and despair (Table 1.2.7) Local action through environmental improvement, energy efficiency and green purchasing etc . . . Individual action can make a difference.
Social criticism
The role of structure The role of power The role of ideology The ideal of emancipation The role of critique
Social/political focus
Learning for Sustainabilty, E Janse van Rensburg & H Lotz Sisitka, Johannesburg, 2000
Individual/cultural focus
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sustainability a construction; stresses economic and sociovalues personal understandings; political dimensions; active locally relevant learning; rethinking ideological assumptions encourage relativity; perpetuates superficial deterministic; limited potential for action
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perspectives
Attempts to describe, explain and understand the complicated nature of individual social action and its relationship to wider social change through an examination of power, conflict and constraint are often unconvincing. Extract 3.2.1, p. 128
The mainstream or reformist view of sustainable development is about balancing economic growth with social and environmental goals. It obscures the need to develop the economy or society within ecological limits and fosters reductionist rather than holistic or systemic thinking
Culture in this context is taken to mean the whole complex of human activities and intellectual products of a given or self-identified commmunity . . . . Four aspects(arts, communication, institutions and technology) are illustrative of cultural aspects and commonly used in the primary curriculum. Unit 4, p. 123
An institution is a group of people who either live together or meet regularly for some purpose. The group controls the behaviour of its members through a system of organisation. . . A culture usually has several kinds of institutions. These may include familial, economic and religious institutions and voluntary organisations. Unit 4, p. 126/7
< Why no pupils at the meeting? Level of childrens participation? What did they learn about national and European transport policy?
Unit 4 seeks to: enable teachers to understand the relationships between culture and environment enable teachers to understand how the environment is influenced by and influences culture etc
Ideological Practices
Bio-physical Processes
Social Relations
It is not the intention of this Unit to suggest that there is one set of values to which we should all subscribe, nor is there any suggestion that peoples values are in some way suspect or inferior and require to be improved. It is rather that there is often an inconsistency between the values we hold and the actions we take. The purpose of this Unit is essentially to consider how values can be clarified, analysed and interpreted resulting, perhaps, in some change of actions. Page 74
EE has not taken a critical enough stance on the political, social and economic systems that are responsible for the environmental crisis. From seven reasons why EE has failed, Table 1.4.2
http://john.huckle.org.uk