Academia.eduAcademia.edu

Outline

Title
Abstract
Introduction
Conclusion
References
All Topics
Environmental Science

Sustainability: The greening of education in the new millennium

Profile image of Luke StrongmanLuke Strongman

2009

Abstract

The Open Polytechnic Working Papers are a series of peer-reviewed academic and professional papers published in order to stimulate discussion and comment. Many papers are works in progress, and feedback is therefore welcomed.

Related papers

Sustainability for learning environments
Dominique Hes

Schools have a significant impact on the environment through their embodied and operation use of resources and through their ability to shape young minds. Further, school design has a significant impact on the ability of the teacher to teach and the learner to learn. Currently there is a large investment being made in the renewal of existing schools and the design of new ones along Ecological Sustainable Design (ESD) or ‘green’ principles (ref). But in the push to produce greener schools, it is important not to forget that that these spaces need to work well pedagogically as well as ecologically, the design of schools should provide effective healthy learning spaces that use energy, water and resources efficiently. This paper briefly introduces Green Star – Education v1 and how it is used, but its main focus is on those aspects of the rating tool that relate to the provision of effective learning environments. This will lead to a suggested definition of what it might mean to create effective green learning environments. Effective Learning Environments (ELEs) supports teaching and learning by providing the appropriate facilities and environments to carry out learning activities. That is supporting student centred, problem based learning through the ability to use multi communication methods, engagement with knowledge in active, flexible ways and the ability to work at different scales with different sized learning groups.

View PDFchevron_right
Greening the ivory tower: A review of research on sustainability in post-secondary education
Marcia McKenzie, Tarah Wright

Sustainability, 2013

There is a deficit of multi-site studies examining the integration of sustainability in the policies and practices of post-secondary institutions. This paper reviews what comparative empirical research has been undertaken on sustainability in post-secondary education (PSE) within eight leading international journals publishing on sustainability and education. Three predominant themes of research on the topic are identified within the review: research comparing sustainability curricula across institutions (both within specific disciplines of study and across disciplines); research comparing campus operations policies and practice across multiple institutions; and research on how to best measure or audit approaches and outputs in sustainability in PSE. This review of the research literature supports the contention within the literature on sustainability in PSE that most research on the topic is focused on case studies rather than comparison of multiple institutions. The comparative research that is emerging from the field is concentrated on assessing measurable outputs for environmental externalities within institutional operations, with little examination of sustainability uptake and outcomes across broader institutional policies and practices. OPEN ACCESS Sustainability 2013, 5 2253

View PDFchevron_right
Education for Sustainable Development: Towards the Sustainable University PedRIO Occasional Paper 9 April 2015
Paul Ofei-Manu, Stacey DeAmicis, Katerina Kosta, Caroline Mikhail, paul manu, Lynne Wyness, Chris Willmore, Adriana Consorte-McCrea

We planned this conference in anticipation of the end of the UN Decade of Education for Sustainable Development (DESD), and the start of the next phase for those involved in ESD here and internationally. At Plymouth University, 2015 marks ten year anniversary since cross-institutional work on sustainability and sustainability education was spearheaded by the founding of the Centre for Sustainable Futures (CSF). Coincidentally, 2015 also marks a ten years since the influential HEFCE policy document ‘Sustainable Development in Higher Education’ was released. Holding the conference in January – named after the Roman god of doorways, of endings and beginnings – we sought to look at some of what has been achieved in sustainability education to date and explore its prospects as we move forward. Following an enthusiastic response to the call for abstracts, the conference featured a diverse range of research papers, posters, and roundtable presentations from academics and practitioners across the UK and beyond. The conference was arranged around three overarching themes: ESD Pedagogy: Criticality, Creativity, and Collaboration What are the teaching and learning processes that enable students to develop their own capacity to think critically and creatively in the face of global sustainability challenges and, secondly, to act collaboratively in ways that pursue more hopeful and sustainable futures? Innovative Learning Spaces for ESD What are the physical environments that provide opportunities for new forms of sustainability education to flourish? What lies beyond the lecture hall that is conducive to student learning through inquiry-based, active, participatory, interdisciplinary and experiential methods? Towards the Sustainable University What are effective approaches for leading institutional change, organisational learning, and staff CPD towards sustainability? This publication focuses on the last theme – Towards the Sustainable University. The previous PedRIO Occasional Paper 8 looks at the first theme ESD Pedagogy: Criticality, Creativity, and Collaboration.

View PDFchevron_right
www.mdpi.com/journal/sustainability Review Hard Times in Higher Education: The Closure of Subject Centres and the Implications for Education for Sustainable
Stephen Sterling

2011

Abstract: Within many British Universities and, indeed, across higher education internationally, how best to provide education for sustainable development (ESD) has become an increasingly important issue. There is now a widespread view that higher education sectors have a key part to play in preparing societies for the transition to a low carbon economy and the shift towards more sustainable ways of living and working. In the UK, a leading role in this field has been played by the Higher Education Academy and especially its network of 24 Subject Centres, each of which promotes curriculum enhancement in a particular discipline area. The mission of the Higher Education Academy has been to help raise the overall quality of the student learning experience across all disciplines and all Higher Education institutions (HEIs). As part of promoting and supporting many kinds of curriculum innovation and staff development, the HE Academy has championed the cause of ESD. Now, however, as a resu...

View PDFchevron_right
Expert briefing paper in support of the first meeting of the EU Working Group Schools: Learning for Sustainability
Daniella Tilbury

2022

This paper was prepared as input for the meeting of the EU working group on learning for sustainability in school education on 31 January and 1 February 2022. The paper was prepared by Prof Daniella Tilbury and Dr Conor Galvin who support this new group with their regular meetings. For more information about the European Commission's work on learning for sustainability see: https://education.ec.europa.eu/focus-topics/green/education-for-environmentalsustainability

View PDFchevron_right
In pursuit of sustainable educational change - Introduction to the Special Section
Mireille D Hubers

Teaching and Teacher Education, 2020

View PDFchevron_right
World Sustainability Series 123 Handbook of Theory and Practice of Sustainable Development in Higher Education Volume 2
Bankole Awuzie
View PDFchevron_right
Sustainability, Human Well-Being, and the Future of Education
Justin Cook

2019

use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made. The images or other third party material in this book are included in the book's Creative Commons license, unless indicated otherwise in a credit line to the material. If material is not included in the book's Creative Commons license and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use.

View PDFchevron_right
Sustainability, Green IT and Education Strategies in the Twenty-first Century
Tomayess Issa

Green energy and technology, 2017

the material is concerned, specifically the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfilms or in any other physical way, and transmission or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed. The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use. The publisher, the authors and the editors are safe to assume that the advice and information in this book are believed to be true and accurate at the date of publication. Neither the publisher nor the authors or the editors give a warranty, express or implied, with respect to the material contained herein or for any errors or omissions that may have been made. The publisher remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

View PDFchevron_right
Epilogue--Higher Education for Sustainability
Lucas Johnston
View PDFchevron_right

References (52)

  1. Sustainable Future. (1994). The Talloires declaration: 10 point action plan. Retrieved January 26, 2009, from http://www.ulsf.org/pdf/TD.pdf
  2. Bar-Yam, Y. (1992). Dynamics of complex systems. Reading, MA: Addison-Wesley.
  3. Beck, U. (1982). The risk society. London, England: Sage Publications.
  4. Beckerman, W.(1994). Sustainable development: Is it a useful concept? Environmental Values, 3(3), 191-209.
  5. Benyus, J. M. (1997). Biomimicry: Innovation inspired by nature. New York, NY: William Morrow.
  6. Bourdieu, P. (1986) The forms of capital. In J. Richardson (Ed.) Handbook of Theory and Research for the Sociology of Education (pp. 241-258). New York, NY: Greenwood.
  7. Business Link. (2009). Make your business more sustainable: An overview. Retrieved January 29, 2009, from http://www.businesslink.gov.uk/bdotg/action/ layer?topicId=1079404746
  8. Calder, W., & Clugston, R. (2003). Progress toward sustainability in higher education. Environmental Law Reporter, 33, 10003-10023. Retrieved January 26, 2009, from http://www.ulsf.org/pdf/dernbach_chapter_short.pdf
  9. Clark, N., Massey, D., & Sarre, P. (2006). A world in the making. Oxford, England: The Open University.
  10. Dale, A., & Newman, L. (2005). Sustainable development, education and literacy. International Journal of Sustainability in Higher Education, 6(4), 351- 362.
  11. Daly, H. (1996). Beyond growth: The economics of sustainable development. Boston, MA: Beacon Press.
  12. Elliott, D. (2004). Sustainable motivation: Attitudinal and behavioural drivers for action. In Responsible marketing 2004: Sustainability, quality of life and commercial success [Collected conference papers]. Amsterdam. The Netherlands: ESOMAR.
  13. Elliott, D. (2005, April). The role of marketing at the business/consumer interface. Paper presented to the 4th International Conference on Business and Sustainable Performance, Aarlborg, Denmark. Retrieved August 2, 2009, from http://www.mpgintl.com/sustain/english/report.htm
  14. Goldman, H., Irelan, S., Fornais, C., Ritter, S., Rockwell, T., & Segale, H. (1999). Sustainability education: Teaching sustainability in every classroom. An introduction and guide for educators. The Tahoe Centre for a Sustainable Future. Retrieved January 24, 2009, from: http://ceres.ca.gov/tcsf/seg/ index.html
  15. Gore, A. (2006). An inconvenient truth [Motion picture]. United States: Paramount Pictures.
  16. Greenspan, A. (2007). The age of turbulence: Adventures in a new world. New York, NY: Penguin.
  17. Hawken, P. (1993). The ecology of commerce: How business can save the planet. London, England: Weidenfi eld & Nicolson.
  18. Jacobs, D., Price, A., Amir, I., Maresca, G., Watterson, W., Edmeades, M., et al. (2008). The outlook for someday: A Māori perspective on sustainability. Retrieved August 24, 2009, from http://www.theoutlookforsomeday.net/assets/ pdfs/The%20Outlook%20for%20Someday%20-%20A%20Maori% 20Perspective%20on%20Sustainability.pdf
  19. Kant, I. (1784). What is enlightenment? Retrieved August 1, 2009, from http://www.english.upenn.edu/~mgamer/Etexts/kant.html
  20. Karl-Henrik, R. (2002). The natural step theory. Gabriola Island, Canada: New Society.
  21. Lean, G., & Doyle, L. (2008, Nov 2). Obama's green jobs revolution. The Independent. Retrieved January 28, 2009, from: http://www.independent. co.uk/news/world/americas/obamas-green-jobs-revolution-984631.html
  22. Lomborg, B. (2001). The skeptical environmentalist. Cambridge, England: Cambridge University Press.
  23. Lovelock, J. (2000). Gaia, a new look at life on earth. Oxford, England: Oxford University Press.
  24. Meadows, D. H., Meadows, D. L., Randers, J., & Behrens, W. III. (2005). Limits to growth. The 30-year update. London, England: Earthscan. Ministry for the Environment. (2003). Sustainable development for New Zealand programme of action. Retrieved August 4, 2009, from http://www.mfe.govt. nz/publications/sus-dev/sus-dev-programme-of-action-jan03.html Ministry for the Environment. (2009). Sustainable water programme of action (2003-2008). Retrieved August 4, 2009, from http://www.mfe.govt.nz/ issues/water/prog-action/
  25. Moffatt, I., Hanley, N., & Wilson, M. (2001). Measuring and modelling sustainable development. Lancashire, England: Parthenon.
  26. Naess, A. (1973). The shallow and the deep, long-range ecology movement: A summary. In A. Drengson & Y. Inoue (Eds.), (1995). The deep ecology movement, an introductory anthology (pp. 3-6). Berkeley, CA: North Atlantic.
  27. O'Sullivan, A., & Painter, D. (2006). Advancing sustainability through university academic formation -Experience with a professional engineering programme. Wellington, New Zealand: Parliamentary Commissioner for the Environment.
  28. Peet, J. (n.d.). Sustainability in New Zealand -Lifting the game [Sustainability review background paper]. Retrieved February 8, 2009, from http://www. pce.govt.nz/__data/assets/pdf_fi le/0014/1634/sustain.pdf
  29. Popper, K. (1945). The open society and its enemies: Volume 2: Hegel and Marx. London, England: Routledge & Kegan Paul.
  30. Scott, B. & Koger, S. (2005). Teaching psychology for sustainability: A manual of resources. Ecopsychology. Retrieved January 28, 2009, from http://www. teachgreenpsych.com/tg_ecopsychology.html#wellbeing
  31. Stern, N. (2006).The economics of climate change. Cambridge, England: Cambridge University Press. Retrieved August 1, 2009, from http://books.google. co.nz/books?id=U-VmIrGGZgAC&lpg=PA657&ots=9bq1-vkuse&dq= stern%20report&pg=PA657#v=onepage&q=stern%20report&f=false
  32. Stone, L. J., & Baldoni, M.-J. (2006). Progress and pitfalls in the provision of tertiary education for sustainable development in New Zealand. Sustainability Review: Background Papers. Wellington, New Zealand: Parliamentary Commissioner for the Environment. Retrieved February 8, 2009, from http://www.pce. govt.nz/__data/assets/pdf_fi le/0015/1635/tertiary.pdf Sustainable Aotearoa New Zealand Inc. (2009). Strong sustainability for New Zealand: Principles and scenarios. Auckland, New Zealand: Author. Retrieved June 16, 2009, from http://www.phase2.org/documents/ Strong_Sustainability_for_New_Zealand_v1_May_2009.pdf
  33. Sveiby, K. (2009). Aboriginal principles for sustainable development. As told in traditional law stories. Sustainable Development, 17, 1-27.
  34. The benefi ts of sustainability: Purchase, loyalty and infl uence. (2008, January 22). Environmental Leader. Retrieved January 29, 2009, from http://www. environmentalleader.com/2008/01/22/ the-benefi ts-of-sustainability-purchase-loyalty-and-infl uence/
  35. Turner, N. J., Ignace, M. J., & Ignace, R. (2000). Traditional ecological knowledge and wisdom of aboriginal peoples in British Columbia. Ecological Applications, 10(5), 1275-1278.
  36. Waddock, S. (2008). Building a new institutional infrastructure for corporate responsibility. The Academy of Management Perspectives, 22(3), 87-108.
  37. Waldrop, M. (1992). Complexity: The emerging science at the edge of order and chaos. Toronto, Canada: Simon & Schuster.
  38. Wals, A., & Jickling, B. (2002). Sustainability in higher education. International Journal of Sustainability in Higher Education, 3(3), 221-232.
  39. Watson, P. (2000). A Terrible Beauty. London, England: Weidenfeld & Nicolson.
  40. Wilson, E. (1984). Biophilia. Cambridge, MA: Harvard University Press.
  41. Wilson, E. (1998). Consilience: The unity of knowledge. New York, NY: Alfred A. Knopf. World Commission on Environment and Development. (1987). Our common future. Oxford, England: Oxford University Press.
  42. Becker, E., & Jahn, T. (1999). Sustainability and the social sciences. A cross- disciplinary approach to integrating environmental considerations into theoretical reorientation. London, England: Zed Books.
  43. Carson, R. (1962). Silent spring. Greenwich, CT: Fawcett Publications.
  44. Daly, H., & Townsend, K. (Eds.). (1993). Valuing the earth: Economics, ecology, ethics. Cambridge, MA: MIT Press.
  45. Dickens, P. (2007, January). Environmental sociology: Capitalism, sustainability and social justice. Paper presented to the Centre for Philosophy of Natural and Social Science as part of its History of Postwar Social Science lecture series. Retrieved January 28, 2009, from http://www.lse.ac.uk/collections/ CPNSS/events/Abstracts/HIstoryofPoswarScience/dickens.doc
  46. Garrard, G. (2004). Ecocriticism. New York, NY: Routledge.
  47. Leopold, A. (1949). A sand country almanac. Oxford, England: Oxford University Press.
  48. Lovelock, J. (2001). Homage to Gaia: The life of an independent scientist. Oxford, England: Oxford University Press.
  49. McDonough, W. (2002). Cradle to cradle: Rewriting the way we make things. New York, NY: North Point Press.
  50. Mehta, M., & Ouellet, E. (1995). Environmental sociology. Theory and practice. North York, Ontario, Canada: Catpus Press.
  51. Mumford, L. (1934). Technics and civilisation. London, England: Routledge.
  52. Thoreau, H. D. (1854/1992). Walden, or life in the woods. London, England: David Campbell.

Related papers

Roy, Potter Yarrow: Towards Sustainable Higher Education 1 21st ICDE World Conference on Open Learning and Distance Education Towards Sustainable Higher Education: Environmental Impacts of conventional campus, print-base
roy robin

2015

This paper reports the results of a study that forms part of a wider project called Factor 10 Visions undertaken by members of the Open University’s Design Innovation Group (Roy, Potter and Smith, 2001). This project builds upon the DIG’s previous research on eco-design (Smith, Roy and Potter, 1996) and work conducted for an Open University course, T172 Working with Our Environment (Potter, 2000; Roy, 2000a). The project explores the potential for radical changes in selected product-service systems to address climate change and other global environmental issues. For the industrialised countries, such as the UK, to tackle such issues it is estimated that anything between 60 % (‘factor 2.5’) and 95 % (‘factor 20’) reductions in fossil fuel and other resource consumption plus associated carbon emissions will be needed during this century (RCEP, 2000; von Weisäcker et. al., 1997). At least 90 % (‘factor 10’) reductions are expected to be needed if allowance is made for the growing popul...

View PDFchevron_right
Encyclopedia of Sustainability in Higher Education
Branden Lewis

2019

The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use.

View PDFchevron_right
Green curriculum: Sustainable learning in higher education
Willa Louw

The International Review of Research in Open and Distributed Learning, 2013

The United Nations (UN) constituted 2005-2014 as the decade for educational sustainable development when bridges have to be built between academic institutions and their communities. In this article I will therefore do a literature search from 2005-2011 on what it means to be a sustainable university with a sustainable curriculum by looking at case studies from other higher education institutions in order to begin to give guidelines for such an endeavour in an open and distance learning (ODL) institution. Thereafter I will focus on recommendations on how to transform present study material into a green curriculum by using a qualification in Human Settlements as a case study.

View PDFchevron_right
Sustainable Higher Education. Understanding and Moving Forward
Wim Lambrechts

2012

View PDFchevron_right
Seeking a Green Future Through Education
Annette Gough

Green Schools Globally, 2020

This chapter traces the association between green and education, noting the similarities in concerns with the four pillars of green political parties and the principles developed by the World Commission on Environment and Development (1987). It discusses the emergence of notions of greening education in the late 1980s, and green schools' movements in the mid/late 1990s. The characteristics of the green schools' movements in different countries are compared within a broadly shared philosophy of green schools needing to adopt a whole school approach. This is followed by a discussion of the relationship between green schools, the United Nations (United Nations, Sustainable development goals: 17 goals to transform our world. https:// www.un.org/sustainabledevelopment/sustainable-development-goals/, 2016) Sustainable Development Goals and concerns to develop global citizenship.

View PDFchevron_right

Related topics

  • Environmental Science
    • 580 California St., Suite 400
    San Francisco, CA, 94104
    © 2025 Academia. All rights reserved