Radicalizing education for sustainability

When capitalism faltered and real change seemed possible, institutionalised Education for Sustainability (EfS) failed to overcome its organizational constraints and internal limitations and seize the opportunity to offer radical alternatives. If EfS is to resist further neoliberal corporatization and make a real contribution to the emergence of a more socially just and environmentally sustainable society it must embrace an alternative and radical critical pedagogy

地域連携研究投稿規程

Photograph of the construction of Whitney Dam

Critical practice and the public pedagogy of environmental and conservation media

This article addresses the reluctance of mainstream corporate and commercial media to critically address major environmental and conservation issues. The resulting public pedagogy largely reproduces the neoliberal ideology informing much conservation practice and discourse. Nonetheless, the media retains an unrealised critical educative potential that needs to be drawn upon by critical media practitioners and educators. To do this, educators need to be cognisant of the phenomenological experience of spectatorship, the aesthetic form and relational contexts of media consumption, production and informal learning. Referring to the work of Vivian Sobchack, Henry Giroux, Pierre Bourdieu and Gilles Deleuze, the article argues that if critical practitioner-educators apply an analytic framework informed by critical realism, counter-hegemonic elements found within corporate and independent media productions and conservation initiatives may be rearticulated and re-presented in a more positive manner. For this to occur, critical media practitioners-educators need to recognise that feasible political and normative alternatives are both available and practically possible. The article ends by discussing some relatively recent non-fiction productions that express a commonality between human and non-human animals and so form the basis of a critical environmental education-media practice

To Early Modern Catholic Lay People

My process for writing this essay was rather simple, albeit grueling. I read and reread Martin Luther\u27s To the Christian Nobility of the German Nation many times in order to fully understand his message. Then, I wrote an outline of his work so that I could summarize it accurately. After completing my summary, I began to analyze Luther\u27s main points to develop my own position on the subject, which I then wrote about. This, however, was just the beginning of my process. Under the guidance of my instructor, Dr. Mackay, I revised and tweaked my paper over and over again until I reached the final, polished product I have today

Search for transient ultralight dark matter signatures with networks of precision measurement devices using a Bayesian statistics method

We analyze the prospects of employing a distributed global network of precision measurement devices as a dark matter and exotic physics observatory. In particular, we consider the atomic clocks of the Global Positioning System (GPS), consisting of a constellation of 32 medium-Earth orbit satellites equipped with either Cs or Rb microwave clocks and a number of Earth-based receiver stations, some of which employ highly-stable H-maser atomic clocks. High-accuracy timing data is available for almost two decades. By analyzing the satellite and terrestrial atomic clock data, it is possible to search for transient signatures of exotic physics, such as "clumpy" dark matter and dark energy, effectively transforming the GPS constellation into a 50,000km aperture sensor array. Here we characterize the noise of the GPS satellite atomic clocks, describe the search method based on Bayesian statistics, and test the method using simulated clock data. We present the projected discovery reach using our method, and demonstrate that it can surpass the existing constrains by several order of magnitude for certain models. Our method is not limited in scope to GPS or atomic clock networks, and can also be applied to other networks of precision measurement devices.Comment: See also Supplementary Information located in ancillary file

The green campus is also a virtual one

This paper analyses the role of education for sustainability as enabling future sustainability practitioners to become key change agents and leaders. It is important that generic skills and understandings are married to a capability to lead beyond one's disciplinary or professional authority. 'Academic' education for future (and current) sustainability professionals should focus on transdisciplinary learning and research, new media affordances and distributed learning. This raises important questions about the nature of experiential learning and the meaning of 'living sustainability'. With reference to various developments in e-learning, including the European Union's aim to establish a virtual campus for a sustainable Europe, this paper argues that the digital environment is an integral part of our lifeworld connecting people to place, with each other and to possibilities for creative transdisciplinary inquiry. The role of new media in education for sustainability is rarely discussed, is under theorised and its potential largely ignored

Deschooling society? A lifelong learning network for sustainable communities, urban regeneration and environmental technologies

The complexity and multifaceted nature of sustainable lifelong learning can be effectively addressed by a broad network of providers working co-operatively and collaboratively. Such a network involving the third, public and private sector bodies must realise the full potential of accredited flexible and blended formal learning, contextual opportunities offered by enablers of informal and non formal learning and the affordances derived from the various loose and open spaces that can make social learning effective. Such a conception informs the new Lifelong Learning Network Consortium on Sustainable Communities, Urban Regeneration and Environmental Technologies established and led by the Lifelong Learning Centre at Aston University. This paper offers a radical, reflective and political evaluation of its first year in development arguing that networked learning of this type could prefigure a new model for lifelong learning and sustainable education that renders the city itself a creative medium for transformative learning and sustainability