Zimmermann, Anne B.

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source: https://doi.org/10.48350/166615 | downloaded: 2.8.2022Anne B. Zimmermann, CDE, University of Bern and COPERNICUS Alliance4 June 2021, ISCN 2021 online conference on „Accelerating Climate Action and Sustainability in Education”, organized by EPF, Lausanne, Switzerland (2-4 June 2021)Handout for session SE50-TR01 on “What should higher education institutions be doing to advance sustainability research?”Some Thoughts and Materials about Sustainable Development and Transformative Learning in Higher Educationwww.cde.unibe.ch, www.bne.unibe.ch, www.copernicus.orgThis is the dominant institutional reality in Higher EducationActors’ perspectivesNatural science perspectiveSocial science perspective…but the knowledge developed is not appropriate for sustainable development and does not lead to transformation… with clear perspectives and corresponding perceptions ofthe Other:…this can lead to transformative learning (and sometimes to changed behaviour)Changes begin when you start doing inter- and transdisciplinarywork together…Actors’ perspectiveNatural science perspectiveSocial science perspective5Eight propositions for transformativelearning and teaching (TLT)1. Higher education has fundamental potential for TLT.2. Sustainability requires value-oriented TLT.3. Sustainability-oriented TLT in higher education requires a reflexive examination of normativity.4. Emotions require targeted attention in sustainability-oriented TLT in higher education.5. Normativity and emotionality constitute challenges for science-based university teaching.6. Safe teaching-and-learning arrangements are needed to facilitate TLT processes.7. It is necessary to professionalize sustainability-oriented TLT and clarify relations with established university pedagogy.8. Further research on sustainability-oriented TLT in higher education is needed.Source: Bornemann et al 2020: Sustainability-Oriented Transformative Learning and Teaching in Higher Education (saguf.ch)Transformative Learning as a processWhat it requires…Source:Förster et al 2019: Transformative teaching in HigherEducation for Sustainable Development:facing the challenges8Edge emotions: “the experiential dimensions of challenges to one’s meaning perspective” (2014). With Berger (2004), they highlight “the moving nature of the boundary between knowing and not knowing. The fluidity of that boundary is what is most troubling for the learner, as it involves the loss of a point of orientation.”They argue: “traditional education considers itself to be an epistemological enterprise, whereas transformational learning is ontological in nature”.Buddhist aphorism (Chögyam Trungpa): ‘‘You should feel grateful whenever you’re disappointed or frustrated because it means that you are getting news from reality.’’Source:Mälkki, K. and L. Green (2014). "Navigational aids the phenomenology of transformative learning." Journal of Transformative Education 12(1): 5–24.Further interesting sources on transformative learning:https://visionautik.de/product/a-transformative-edge-knowledge-inspiration-and-experiences-for-educators-of-adultshttps://legacy17.org/ontl/Edge Emotions according to Mälkki and Green

Some Thoughts and Materials about Sustainable Development and Transformative Learning in Higher Education

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Some Thoughts and Materials about Sustainable Development and Transformative Learning in Higher Education

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