Relevant skills for a changing world

Transcription

1 Relevant skills for a changing world Strong sustainability and agency in teacher education Wolfgang Brunner Shepherd Urenje SWEDESD

2 SWEDESD Swedish International Centre of Education for Sustainable development Programmes ESSA SUS Learning for change

3 The ESSA programme Relevant skills for a changing world Background to the ESSA programme A new paradigm Strategies The Parts and the Whole ESSA Online

4 Jönköping SWEDESD Zambia Zimbabwe Swaziland South Africa

5 Syllabi Education for Strong Sustainability and Agency The ESSA program Methods Approaches Syllabi Methods Approaches In the ESSA program we explore ways for teacher educators and their institutions to initiate a systematic and thorough implementation of strong sustainability and agency into their syllabi and working practices.

6 Cluster workshops Lusaka, Mbabane, Victoria SADC secretariat WS Facilitators Gaborone WS Rectors/Deans Johannesburg

7 Relevant skills for a changing world Relevant because it addresses: The community The national curriculum National ESD policy

8 LEVELS OF COLLABORATION National level (curriculum) Institutional level (syllabus)

9 LEVELS OF COLLABORATION Regional level (regional qualification framework) SADC National level (curriculum) Institutional level (syllabus)

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11 The paradigm shift A change in the basic assumptions, or paradigms, within the ruling theory of science. A shift in the entire worldview Thomas Kuhn, The Structure of Scientific Revolutions (1962)

12 Examples of some Scientific paradigm shifts Ptolemaic cosmology Copernican cosmology Random geological phenomena The phlogiston theory Lavoisier's theory of chemical reactions 1900 Plate tectonics as the explanation for large-scale geologic changes 2000 TIME LINE Newtonian worldview 1970 Limitless growth Einsteinian relativistic worldview Planetary boundaries

13 Blue marble 1972 "Earthrise" 1968 NASA

14 The Anthropocene a new era in the history of planet Earth

15 David W. Orr However conceived, described, or analyzed, sustainability is the issue of our time, all others being subordinate to the global conversation now under way about Professor of Environmental Studies and Politics at Oberlyn College, Ohio, US whether how, and under what circumstances the human experiment will continue.

16 We can't solve (current environmental) problems by using the same kind of thinking we used when creating them! Albert Einstein

17 The shift ESSA is enhancing Current images of a good life Big house, fast car New gadgets Celebrity life styles Minimum responsibility Maximum consumption with minimum effort The ESSA programme Our sustainability needs Understanding planetary boundaries and ecosystem services Commons, social justice and collaboration Minimise impact: reduce, reuse, recycle All social and economic development (change) within the planetary boundaries Strong sustainability

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19 Strategies of the ESSA programme 3 New demands from Science and Society Strong sustainability Agency Syllabi Methods Approaches Plans Lessons Examples Syllabi Methods Approaches SADC 2013

20 Strong sustainability SADC 2013

21 Planetary boundaries Biosphere New demands from science and society Ecosystems Resilience Tipping points Bio capacity Ecosystem services Commons Ecological footprint Social justice Global hectares Strong sustainability All social and economic development within planetary boundaries

22 Higher consumption Sustainability matrix Unsustainable Sustainable Lower consumption SADC 2013

23 Higher consumption Sustainability matrix Unsustainable Sustainable Lower consumption

24 Higher consumption Sustainability matrix Unsustainable Sustainable Lower consumption

25 Higher consumption Sustainability matrix 2 Unsustainable Sustainable Lower consumption SADC 2013

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27 Lesson ideas for the classroom. A tool for discussions on enlarged implementation of sustainability issues in teacher education.

28 To teach about complex issues Two different strategies Divide the complex issue into smaller parts Simplify the big complex system and present the parts one after the other! by using a smaller model! Reductionistic Holistic

29 To use models Linear flow Recycling Homeostasis

30 Understanding systems Relations between the parts and the whole System requirements and system boundaries

31 Understanding relations 3 and, you your self will be favoured by them. The root of al good 1 Make sure that you survive and have a good life but do it in such a way that you, at the same time favour your surroundings 2

32 Planetary boundaries

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34 Worksheets for the learners

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45 Lesson ideas for the classroom. A tool for discussions on enlarged implementation of sustainability issues in teacher education.

46 Boundaries 3 New demands from Science and Society Strong sustainability Agency Syllabi Methods Approaches Plans Lessons Examples Syllabi Methods 5 Approaches

47 ESSA-Online On-Line course for teacher educators Living resource of classroom examples Global teacher education community of practice