持続可能な開発と学習:批判的レヴュー<br>Key Issues in Sustainable Development and Learning : A Critical Review

持続可能な開発と学習:批判的レヴュー
Key Issues in Sustainable Development and Learning : A Critical Review

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  • 製本 Hardcover:ハードカバー版/ページ数 256 p.
  • 言語 ENG
  • 商品コード 9780415276498
  • DDC分類 338.927

基本説明

The Primer and this accompanying Book of Readings will explore the role of lifelong learning in sustainable development.

Full Description


This book presents seminal readings from existing literature alongside specially commissioned, critical vignettes from leading thinkers with interests in sustainable development and learning. The book sets out to inform readers about the many perspectives that exist, and to challenge assumptions they may have about both sustainable development and learning.Through the readings and vignettes, the book raises wide-ranging issues of how we choose to act. Following the format of its companion volume, Sustainable Development and Learning: framing the issues, the book builds on existing work across a number of fields as well as on original international research.Key Issues in Sustainable Development and Learning: a critical review is a major resource for anyone studying for masters degrees focusing on environment and sustainable development. It is also a valuable tool for professionals in both public and private sector who are dealing with these issues daily.Bill and Steve's book for Routledge, Sustainable Development and Learning: framing the issues is one of the academic sources cited by the United Nations in its draft international implementation scheme for the Decade of Education for Sustainable Development (which was launched by Kofi Annan last month).

Table of Contents

List of contributors to vignettes                  vii
Foreword xii
Acknowledgements xiii
Introduction 1 (3)
1 Framing the issues: complexity, uncertainty, 4 (18)
risk and necessity
Reading 1.1 Divided we stand: redefining 4 (6)
politics, technology and social choice
M. SCHWARZ AND M. THOMPSON
Reading 1.2 Risk society: towards a new 10 (7)
modernity
U. BECK
Vignette 1.1 Complicating theory with life... 17 (2)
M. REDCLIFT
Vignette 1.2 Environment constructed: 19 (3)
perspectives from the south
L. LE GRANGE
2 The policy context 22 (19)
Reading 2.1 Agenda 21: chapter 36 22 (8)
UNITED NATIONS
Reading 2.2 Lifelong learning for all 30 (3)
ORGANISATION FOR ECONOMIC CO-OPERATION AND
DEVELOPMENT
Vignette 2.1 Education for sustainability 33 (5)
T. O'RIORDAN
Vignette 2.2 Lifelong learning 38 (3)
J. FIEN AND G. LモPEZ OSPINA
3 Language and meaning 41 (16)
Reading 3.1 Who drew the sky? Conflicting 41 (3)
assumptions in environmental education
A.W.G. STABLES
Reading 3.2 Environment and development: the 44 (6)
story of a dangerous liaison
W. SACHS
Vignette 3.1 Ecology, education and 50 (2)
modernity: nature as a self-regulating machine
M. PETERS
Vignette 3.2 The contact zone. Whose nature? 52 (5)
Whose sustainability?
R. SOETAERT AND A. MOTTART
4 Lifelong learning: making the linkages 57 (17)
Reading 4.1 The curriculum experiment: 57 (6)
meeting the challenge of social change
J. ELLIOTT
Reading 4.2 Organizational learning II: 63 (5)
theory, method and practice
C. ARGYRIS AND D.A. SCHヨN
Vignette 4.1 The learning of ecology, or the 68 (3)
ecology of learning?
S. STERLING
Vignette 4.2 Lifelong learning: making the 71 (3)
linkages
M. STRAIN
5 Humans and nature: tensions and 74 (19)
interdependence
Reading 5.1 Deep ecology: living as if nature 74 (4)
mattered
B. DEVALL AND G. SESSIONS
Reading 5.2 The Chicago gangster theory of 78 (8)
life: nature's debt to society
A. ROSS
Vignette 5.1 Ecologism: key to spiritual 86 (3)
richness, or lever of oppression?
R.D. NORTH
Vignette 5.2 Humans and Nature: tensions and 89 (4)
interdependence
T.W. LUKE
6 Theory and practice: ideology and philosophy 93 (20)
Reading 6.1 Education for the environment: 93 (7)
critical curriculum theorising and
environmental education
J. FIEN
Reading 6.2 Curriculum development and 100 (8)
sustainable development: practices,
institutions and literacies
S.R. GOUGH AND W.A.H. SCOTT
Vignette 6.1 Framing change as a dialectic: 108 (3)
direction only matters if you know where you
want to go
P. HART
Vignette 6.2 Sustainability and the implicit 111 (2)
curriculum
J. FOSTER
7 Management of learning: issues in curriculum 113 (20)
design
Reading 7.1 The curriculum of the future: 113 (7)
from the 'new sociology of education' to a
critical theory of learning
M.D.F. YOUNG
Reading 7.2 Complexity in environmental 120 (7)
education
E. GONZチLES-GAUDIANO
Vignette 7.1 Sustaining democracy and 127 (3)
uncertainty in the learning society
J. QUICKE
Vignette 7.2 Managing learning in the real 130 (3)
world
J. SMYTH
8 Curriculum and pedagogy 133 (19)
Reading 8. 1 Why I don't want my children 133 (4)
educated for sustainable development
B. JICKLING
Reading 8.2 Evolving towards education for 137 (8)
sustainable development: an international
perspective
C. HOPKINS, J. DAMLAMIAN AND G. LモPEZ OSPINA
Vignette 8.1 Sustainable development in 145 (2)
education: consensus as an ethical issue
L. SAUVノ
Vignette 8.2 Lifespan learning for 147 (2)
sustainable education
J.E. HEIMLICH
Vignette 8.3 Education for sustainability: a 149 (3)
regulative idea and trigger for innovation
F. RAUCH
9 Measuring learning: aspects of assessment 152 (15)
Reading 9.1 Changing learner behavior through 152 (4)
environmental education
H. HUNGERFORD AND T. VOLK
Reading 9.2 Alternative perspectives in 156 (5)
environmental education research: paradigm of
critical reflective inquiry
P. HART
Vignette 9.1 Life's rich tapestry 161 (3)
A. REID
Vignette 9.2 Assessing action competence? 164 (3)
B. BRUUN JENSEN AND K. SCHNACK
10 Measuring effectiveness: monitoring and 167 (15)
evaluation
Reading 10.1 Evaluating environmental 167 (4)
education
H. STOKKING, L. VAN AERT, W. MEIJBERG AND
A. KASKENS
Reading 10.2 Education and conservation: an 171 (5)
evaluation of the contributions of education
programmes to conservation within the WWF
network
WORLD WILDLIFE FUND
Vignette 10.1 Learning about learning 176 (3)
J. BRAUS
Vignette 10.2 Evaluating environmental 179 (3)
education: the meaning of standardisation and
the language of instrumentalism
A.E.J. WALS
11 Building capacity: developing agency 182 (26)
Reading 11.1 Our common future 182 (11)
WORLD COMMISSION ON ENVIRONMENT AND
DEVELOPMENT
Reading 11.2 Inquiry and change: the troubled 193 (7)
attempt to understand and shape society
C.E. LINDBLOM
Vignette 11.1 Challenging formulaic 200 (2)
approaches to environmental thinking
C.A. BOWERS
Vignette 11.2 Building capacity, developing 202 (3)
agency: women don't play xylophones
B. GOLDER
Vignette 11.3 Developing agency - building 205 (3)
capacity
M. SINGH
12 Economic behaviour: value and values 208 (17)
Reading 12.1 Coevolutionary agricultural 208 (7)
development
R.B. NORGAARD
Reading 12.2 Founders in environmental 215 (4)
education
A. GREENALL GOUGH
Vignette 12.1 Frameworks and metaphors for 219 (3)
sustainability: the tensions between cultural
change and educational practice
H. HASTE
Vignette 12.2 Economic behaviour: value and 222 (3)
values
A. DOBSON
13 Globalization and fragmentation: science and 225 (18)
self
Reading 13.1 Capitalism and social progress: 225 (7)
the future of society in a global economy
P. BROWN AND H. LAUDER
Reading 13.2 Educating beyond violent futures 232 (4)
F. HUTCHINSON
Vignette 13.1 Living in a material world 236 (4)
N. GOUGH
Vignette 13.2 Collective knowledge and the 240 (3)
creative imagination in a globalised world
D.E. CLOVER
14 What happens next? 243 (12)
Reading 14.1 Johannesburg summit 2002: key 243 (6)
commitments, targets and timetables from the
Johannesburg Plan of Implementation
UNITED NATIONS
Reading 14.2 Sustaining the poor's development 249 (2)
THE ECONOMIST
Editors' vignette: Last word 251 (4)
W.A.H. SCOTT AND S.R. GOUGH
References 255 (13)
Index 268