Educating for sustainable development: Cultivating creativity through mindfulness

Hensley, Nathan

doi:10.1016/j.jclepro.2019.118542

Cited by 70 publications

(52 citation statements)

References 17 publications

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“…Students' creativity and innovation are still unemployed resources in HESD [1,9]. Few studies have investigated the status quo of students' creativity within the field of SD [2,3] or their creativity skill development through HESD [4][5][6] or evaluated educational settings regarding their potential to enhance creativity in HESD [7][8][9]. However, students' innovation has so far been neglected.…”

Section: Discussionmentioning

confidence: 99%

“…Research into students' creativity and innovation in HESD is rather limited [1,3,7]. Most recent research addresses either the status quo of students' creativity within the field of SD or their creativity skill development through HESD or evaluates educational settings regarding their potential to enhance creativity in HESD.…”

Section: Students' Creativity and Innovation In Education For Sustainmentioning

confidence: 99%

“…Many researchers expect positive results regarding students' innovation with the implementation of interdisciplinary teaching and learning in HESD, including in terms of divergent thinking [7], creativity [9], tolerance of uncertainty, and complex problem-solving [42]. Cebrián and Junyent [43] explored student teachers' views on ESD, with the results indicating the necessity of establishing a dialogue between disciplines to address sustainability issues holistically (social, economic, and environmental dimensions) and generate innovation.…”

Section: Interdisciplinary Vs Monodisciplinary Project-based Learninmentioning

confidence: 99%

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Students’ Innovation in Education for Sustainable Development—A Longitudinal Study on Interdisciplinary vs. Monodisciplinary Learning

Braßler

Schultze

2021

Sustainability

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Innovative ideas are essential to sustainable development. Students’ innovative potential in higher education for sustainable development (HESD) has so far been neglected. Innovation is often associated with an interdisciplinary approach. However, the results of research on diversity and its role in innovation are inconsistent. The present study takes a longitudinal approach to investigating student teams in project-based learning courses in HESD in Germany. This study examines how innovation develops in interdisciplinary student teams in contrast to monodisciplinary student teams. The results of the latent change approach from a sample of 69 student teams indicate significant changes in students’ innovation over time. Monodisciplinary student teams outperform interdisciplinary student teams in idea promotion (convincing potential allies) at the beginning, whereas interdisciplinary student teams outperform monodisciplinary student teams in idea generation (production of novel and useful ideas) in the midterm. There is no difference in the long term. The results indicate that interdisciplinary student teams have an advantage in the generation of novel ideas but need time to leverage their access to different discipline-based knowledge. We discuss practical implications for the design of interdisciplinary learning with strategies to support students in the formation phase in project-based learning in HESD.

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Section: Discussionmentioning

confidence: 99%

Section: Students' Creativity and Innovation In Education For Sustainmentioning

confidence: 99%

Section: Interdisciplinary Vs Monodisciplinary Project-based Learninmentioning

confidence: 99%

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Students’ Innovation in Education for Sustainable Development—A Longitudinal Study on Interdisciplinary vs. Monodisciplinary Learning

Braßler

Schultze

2021

Sustainability

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“…First, to distinguish between changes and improvements in training, it is necessary to explain clearly what a modern specialist in one field or another should know and do. The emotional and cognitive benefits of creativity and mindfulness writes N. Hensley [13], are well documented in the learning process. However, innovation is an improvement if there is evidence that it will be more effective to support the progress of students in achieving their learning objectives than its typical forms.…”

Section: Discussionmentioning

confidence: 99%

On the Problems of Introducing Innovations in The Process of Life Safety Training in A Higher Education Institution

et al. 2020

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The object of this study is the issue of introducing innovations into the process of preparing students of a higher education institution in the subject “Life Safety”. The authors set a goal to open and characterize the fundamental issues associated with the introduction of innovations in the educational process of a university in a particular subject based on a comprehensive systematic analysis of the process of preparing students in universities, as well as basic regulatory legal documents in the field of education and basic professional educational programs and curricula. Moreover, the authors rely not only on approaches and conclusions based on solidarity, but also alternative theoretical ones. The results obtained during the study made it possible to determine ways to solve the issues associated with the correlation of innovative approaches with the subject “Life Safety”. The novelty of the study and its results are determined by the original approach to identifying the characteristic features of innovations in the educational process and studying the systemic links between innovative forms, methods of the educational process and the content of the subject.

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“…for better task goals and idea evaluations within creative process or better test phases in creativity outcome in context. Moreover, a broad transdisciplinary education [17,232] might enhance associative elements. From an artistic perspective, it might include the transformation of the landscape of socio-material affordances [355] restructuring the human affective niche.…”

Section: Methods For Anthropic Creativity Augmentationmentioning

confidence: 99%

Hybrid Cognitive-Affective Strategies for AI Safety

Aliman¹

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As the first author of the underlying paper, I had a vital contribution and it was solely my responsibility to write down the content and to perform an extensive literature research as well as in-depth analysis. This chapter is based on a slightly modified form of the publication: N.-M. Aliman and L. Kester. Augmented Utilitarianism for AGI Safety. In International Conference on Artificial General Intelligence, pages 11-21. Springer, 2019. As the first author of the underlying paper, I had a vital contribution and it was solely my responsibility to write down the content and to perform an extensive literature research as well as in-depth analysis.

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Educating for sustainable development: Cultivating creativity through mindfulness

Cited by 70 publications

References 17 publications

Students’ Innovation in Education for Sustainable Development—A Longitudinal Study on Interdisciplinary vs. Monodisciplinary Learning

Students’ Innovation in Education for Sustainable Development—A Longitudinal Study on Interdisciplinary vs. Monodisciplinary Learning

On the Problems of Introducing Innovations in The Process of Life Safety Training in A Higher Education Institution

Hybrid Cognitive-Affective Strategies for AI Safety

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