Abstract
Recent research has become increasingly interested in the concepts of education for sustainable development (ESD) and transformative learning (TL). However, even as ESD can be described as holistic and transformational education with the purpose to transform our society, only few studies have examined potential bridges between these two concepts. The article at hand gives an indication on this issue by studying the literature of ESD and TL. Strengthening the transformative aspect of ESD requires taking into account critical reflection, participation and social engagement, all of which all express key features of the new collaborative learning spaces (CLS). Subsequently, the potential of such CLS for the transformative mission of ESD are emphasized. In ESD as well as in CLS, the bridge between learning and action is crucial and a core element of social transformation. In order to clarify this, the new method of WeQ is described, aiming to better understand and develop CLS.
References
| Boyd, R. D. (1991). A case study of personal transformation in a small group. In Boyd, R. D. & others (Eds.), Personal transformation in small groups: A Jungian perspective (pp. 179–202). London: Routledge. Google Scholar | Crossref | |
| Buber, M. (2009). Das dialogische prinzip [The Dialogical Principle]. Gütersloh: Gütersloher Verlagshaus. Google Scholar | |
| Common, M., Stagl, S. (2005). Ecological economics: An introduction. Cambridge, MA: Cambridge University Press. Google Scholar | Crossref | |
| Cranton, P. (2006). Understanding and promoting transformative learning: A guide for educators of adults. San Francisco, CA: Jossey-Bass. Google Scholar | |
| Elias, D. (1997). It’s time to change our minds: An introduction to transformative learning. ReVision, 20(1), 2–6. Google Scholar | |
| Gustavsson, M., Jordahl, H. (2008). Inequality and trust in Sweden: Some inequalities are more harmful than others. Journal of Public Economics, 67(3), 348–365. Google Scholar | Crossref | |
| Göpel, M. (2016). The great mindshift: How a new economic paradigm and sustainability transformations go hand in hand. Retrieved from https://www.springer.com/de/book/9783319437651 Google Scholar | |
| Hüther, G. (2012). Biologie der Angst. Wie aus Stress Gefühle werden [Biology of fear. How stress turns into feelings]. Göttingen: Vandenhoeck & Ruprecht. Google Scholar | |
| Hüther, G. (2017). Co-creativity and community. Göttingen: Vandenhoeck & Ruprecht. Google Scholar | |
| Hüther, G., Müller, S. O., Bauer, N. (2018). Wie Träume wahr werden [How dreams come true]. München: Goldmann Verlag. Google Scholar | |
| IPCC (2018). Global warming of 1.5°C. An IPCC special report. Retrieved from http://report.ipcc.ch/sr15/pdf/sr15_spm_final.pdf Google Scholar | |
| Jickling, B., Wals, A. (2008). Globalization and environmental education: Looking beyond sustainable development. Journal of Curriculum Studies, 40(1), 1–21. Google Scholar | Crossref | ISI | |
| Kennish, M. J. (2002). Environmental threats and environmental future of estuaries. Environmental Conservation, 29(1), 78–107. Google Scholar | Crossref | |
| Law, K., Stohl, A. (2007). Article air pollution: Origins and impacts. Science, 315(5818), 1537–1540. Google Scholar | Crossref | Medline | |
| Mezirow, J. (1991). Transformative dimensions of adult learning. San Francisco, CA: Jossey-Bass. Google Scholar | |
| Missimer, M., Connell, T. (2012). Pedagogical approaches and design aspects to enable leadership for sustainable development. Sustainability, 5(3), 172–181. Google Scholar | Crossref | |
| Ny, H., MacDonald, J., Broman, G., Yamamoto, R., Robèrt, K.-H. (2006). Sustainability constraints as system boundaries: An approach to making life-cycle management strategic. Journal of Industrial Ecology, 10(1–2), 61–77. Google Scholar | Crossref | |
| Orr, D. (1994). Earth in mind: On education, environment and the human prospect. Washington, DC: Island Press. Google Scholar | |
| Orr, D. (2004). Earth in mind: On education, environment and the human prospect (2nd ed.). Chicago, IL: Island Press. Google Scholar | |
| Rammel, C. (2005). The paradox of sustainable development. In Maples, A. (Ed.), Sustainable development: New research (pp. 1–30). Hauppauge, NY: Nova Science Publishers. Google Scholar | |
| Richardson, C., Mishra, P. (2018). Learning environments that support student creativity: Developing the SCALE. Thinking Skills and Creativity, 27, 45–54. Google Scholar | Crossref | |
| Robinson, C. F., Doberneck, D. M., Kenney, P., Fear, F., Sterner, G. (2005). Through the looking glass: Our transformative experiences in wonderland. The Sixth International Transformative Conference. New York, NY: Columbia University. Google Scholar | |
| Robinson, K. (2010). In meinem Element. Wie wir von erfolgreichen Menschen lernen können, unser Potenzial zu entdecken [In my element. How can we learn from successful people to discover our potential?]. München: Arkana. Google Scholar | |
| Rockström, J., Steffen, W., Noone, K., Persson, A., Chapinm, F. S., Lambin, E. F., Foley, J. A. (2009). A safe operating space for humanity. Nature, 461(7263), 472–475. Google Scholar | Crossref | Medline | ISI | |
| Schapiro, S. (2009). Creating space for transformative learning. In Fischer, B., Geller, K. D., Schapiro, S. (Eds.), Innovations in transformative learning (pp. 111–114). New York, NY: Peter Lang. Google Scholar | |
| Schmid, B. (2014). Systemische Organisationsentwicklung [Systemic organizational development]. Stuttgart: Schäffer-Poeschel publishing house. Google Scholar | |
| Singer-Brodowski, M. (2016). Transformative Bildung durch transformatives Lernen. Zur Notwendigkeit der erziehungswissenschaftlichen Fundierung einer neuen Idee. Zeitschrift für internationale Bildungsforschung und Entwicklungspädagogik, 39(1), 13–17. Google Scholar | |
| Steffen, W., Richardson, K., Rockström, J., Cornell, S. E., Fetzer, I., Bennett, E. M., Sorlin, S. (2015). Planetary boundaries: Guiding human development on a changing planet. Science, 347(6223). doi: https://doi.org/10.1126/science.1259855 Google Scholar | Crossref | Medline | ISI | |
| Sterling, S. (2001). Sustainable education: Re-visioning learning and change. Devon, UK: Green Books. Google Scholar | |
| Sterling, S. (2011). Transformative learning and sustainability: Sketching the conceptual ground. Learning and Higher Education, 5, 17–33. Google Scholar | |
| Taylor, E. W. (2008). Transformative learning theory. New Directions for Adult and Continuing Education, 119, 5–15. Google Scholar | Crossref | |
| Thoresen, V. W., Didham, R. J., Klein, J., Doyle, D. (2015). Responsible living: Concepts, education and future perspectives. Cham: Springer International Publishing. Google Scholar | Crossref | |
| UNEP (2012). Global Environment Outlook 5: Environment for the future we want. Malta: Progress Press. Google Scholar | |
| UNESCO (2005). United Nations Decade of Education for Sustainable Development (2005–2014). International Implementation Scheme. Retrieved from http://unesdoc.unesco.org/images/0014/001486/148654e.pdf Google Scholar | |
| UNESCO (2015). Roadmap for Implementing the global action programme on education for sustainable development. Paris: United Nations Educational, Scientific and Cultural Organization. Google Scholar | |
| Vare, P., Scott, W. (2007). Learning for a change: Exploring the relationship between education and sustainable development. Journal of Education for Sustainable Development, 1(2), 191–198. Google Scholar | SAGE Journals | |
| Victor, P. A. (1991). Capital theory. Ecological Economics, 4(3), 191–213. Google Scholar | Crossref | |
| von Weizsäcker, E.-U., Wijkman, A. (2018). Come On! Capitalism, short-termism, population and the destruction of the planet: A report to the club of Rome. New York, NY: Springer Science+Business Media LLC. Google Scholar | |
| Wals, A. (2007). Social learning toward a more sustainable world: Principles, perspectives, and praxis. Wageningen: Wageningen Academic Publishers. Google Scholar | Crossref | |
| Wals, A. (2010). Mirroring, Gestaltswitching and transformative social learning: Stepping stones for developing sustainability competence. International Journal of Sustainability in Higher Education, 11(4), 380–390. Google Scholar | Crossref | ISI | |
| Wals, A., Corcoran, P. B. (2012). Re-orienting, re-connecting and re-imagining: Learning-based responses to the challenge of (un)sustainability. In Wals, A., Corcoran, P. B. (Eds.), Learning for sustainability in times of accelerating change (pp. 21–32). Wageningen: Wageningen Academic Publishers. Google Scholar | Crossref |
