Vrtići kao primjeri održivosti

Mogu li sveučilišta uciti od vrtića?! Na tako postavljeno pitanje, odgovor daje autor Wals u svom članku Zrcaljenje, Gestaltswitching i transformativno socijalno učenje – Početni koraci za razvoj kompetencija održivosti

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Sadržaj broja 74. časopisa "Dijete, vrtić, obitelj

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Sadržaj broja 74. časopisa "Dijete, vrtić, obitelj

Design and evaluation of a sustainable blended study programme in higher education

IntroductionBlended learning, i.e., a mix of online and in-class education, can be deployed for enhancing the educational quality and resilience in higher education (HE). It may also contribute to HE’s sustainability objectives by lowering the carbon emissions of students commuting to campus. In this study, pedagogical design principles for sustainable blended learning and teaching are developed and evaluated taking into account these opportunities.MethodsA prototype for a sustainable blended study program at a University of Applied Sciences was developed and evaluated using a form of Educational Design Research.ResultsThe design stage, carried out by a team of eight lecturers, resulted in a design based on six pedagogical design principles. This design also included an effort to reduce student travel by limiting on-campus education to two days a week. The results show the effects of students’ increased online learning skills and diminished travel movements on their satisfaction with the blended learning design, and their travel behaviour, which can lead towards an attitude change regarding commute and online learning. The lecturers’ observations and experiences, depending on their personal preferences, contradicted (self-regulation skills) as well as confirmed (online learning experiences) the students’ evaluations.DiscussionThe developed design principles are important to support a new balance between virtual and physical spaces, learning activities, moments in time and sustainability

Inducing behavioural change in society through communication and education in sustainable manufacturing

The United Nations considers the mobilization of the broad public to be the essential requirement for achieving a shift towards a more sustainable development. Science can play a vital role in Education for Sustainable Development (ESD) by contributing to ESD-related research and development on the one hand, and by becoming active awareness raisers themselves in education and multiplier networks. Specifically, the use of special Learnstruments, and investment inOpen Educationformats among other educational tools, may pave the way for accelerated apprehension and appreciation of sustainable manufacturing topics among the greater populace

Resilience in learning systems: case studies in university education

In this paper, we address the challenge of translating the concept of resilience into effective educational strategies. Three different cognitive dimensions (ontological, epistemological and axiological) that underpin assumptions held about the nature of nature, the nature of knowing and the nature of human nature are identified. Four case studies from higher education in the USA, The Netherlands, Sweden and the UK are presented, which illustrate how learners can be encouraged to confront their ontological, epistemic and axiological positions and appreciate the positions of others. The cases all emphasize experience as the source of learning and explore how learning experiences can be designed to facilitate transformations at the individual level that might foster resilience at the social–ecological system levels. We argue that the epistemic dimension deserves greater attention among educators and that epistemic development is crucial for those working with social–ecological systems as a foundation for building resilience

Towards Transgressive Learning through Ontological Politics: Answering the “Call of the Mountain” in a Colombian Network of Sustainability

In line with the increasing calls for more transformative and transgressive learning in the context of sustainability studies, this article explores how encounters between different ontologies can lead to socio-ecological sustainability. With the dominant one-world universe increasingly being questioned by those who advocate the existence of many worlds—a so-called pluriverse—there lays the possibility of not only imagining other human–nature realities, but also engaging with them in practice. Moving towards an understanding of what happens when a multiplicity of worlds encounter one another, however, entails a sensitivity to the negotiations between often competing ontologies—or ontological politics. Based on an ethnographic methodology and narrative methods, data were collected from two consecutive intercultural gatherings called El Llamado de la Montaña (The Call of the Mountain), which take place for five days every year in different parts of Colombia. By actively participating in these gatherings of multiplicity, which address complex socio-ecological challenges such as food sovereignty and defence of territory, results show how encounters between different ontologies can result in transformative and potentially transgressive learning in terms of disrupting stubborn routines, norms and hegemonic powers which tend to accelerate unsustainability. Although we argue that a fundamental part of the wicked sustainability puzzle lies in supporting more relational ontologies, we note that such learning environments also lead to conflicts through inflexibility and (ab)use of power which must be addressed if sustained socio-ecological learning is to take place

Socio-psychological perspectives on the potential for serious games to promote transcendental values in IWRM decision-making

Modern day challenges of water resource management involve difficult decision-making in the face of increasing complexity and uncertainty. However, even if all decision-makers possessed perfect knowledge, water management decisions ultimately involve competing values, which will only get more prominent with increasing scarcity and competition over resources. Therefore, an important normative goal for water management is long-term cooperation between stakeholders. According to the principles of integrated water resource management (IWRM), this necessitates that managerial decisions support social equity and intergenerational equity (social equity that spans generations). The purpose of this discussion is to formulate preliminary recommendations for the design of serious games (SGs), a potential learning tool that may give rise to shared values and engage stakeholders with conflicting interests to cooperate towards a common goal. Specifically, this discussion explores whether SGs could promote values that transcend self-interest (transcendental values), based on the contributions of social psychology. The discussion is organized in the following way. First, an introduction is provided as to why understanding values from psychological perspectives is both important for water management and a potential avenue for learning in SGs. Second, a review of the description of values and mechanisms of value change from the field of social psychology is presented. This review highlights key psychological constraints to learning or applying values. Based on this review, recommendations are made for SGs designers to consider when developing games for water management, in order to promote transcendental values. Overall, the main conclusions from exploring the potential of value change for IWRM through SGs design are as follows: 1-SGs design needs to consider how all values change systematically; 2-SGs design should incorporate the many value conflicts that are faced in real life water management, 3-SGs could potentially promote learning by having players reflect on the reasoning behind value priorities across water management situations, and 4-value change ought to be tested in an iterative SGs design process using the Schwartz’s Value Survey (SVS) (or something akin to it)