Industrial Ecology in China, Part II Education

Shi, Han; Moriguichi, Yuichi; Yang, Jianxin

doi:10.1162/108819803766729140

Cited by 8 publications

(9 citation statements)

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“…The exceptions include Tsinghua University, Northeastern University, Wuhan University, Beijing Polytechnic University, and Dalian University of Technology. Despite the enthusiasm of those advocating EIPs, particularly government officials, there are few industrial estate managers and practitioners who can effectively apply the theoretical framework for eco-industrial development (Shi, 2003). A wider range of educational institutions with capacity in industrial ecology is therefore of critical importance in providing practical tools for eco-industrial development throughout China.…”

Section: Educationmentioning

confidence: 99%

Industrial sustainability in China: Practice and prospects for eco-industrial development

Fang

Côté

Qin

2007

Journal of Environmental Management

164

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Section: Educationmentioning

confidence: 99%

Industrial sustainability in China: Practice and prospects for eco-industrial development

Fang

Côté

Qin

2007

Journal of Environmental Management

164

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“…In response to the rapid industrialization and its environmental consequences, China started education in IE in the 1990s (Shi et al. ). For example, Wuhan University (Ning et al.…”

Section: Introductionmentioning

confidence: 99%

Industrial Ecology Education at Tsinghua University

Shi

2016

J of Industrial Ecology

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As a leading university in engineering education in China, Tsinghua University implemented industrial ecology (IE) education in the 1990s. This article describes the evolution of IE education at Tsinghua. Tsinghua mainstreams IE education into green education and engineering education not only by establishing independent courses of IE for both undergraduate and graduate students, but also by incorporating IE principles and knowledge modules into an increasing number of courses. During 2002-2015, a total of 1,023 undergraduates from 33 schools and departments participated in an IE course. To cope with the diversity of participants, four knowledge modules were customized for an undergraduate course: concepts and history; methods and tools; topics and applications; and policy and perspectives. Meanwhile, an interdisciplinary teaching method was adopted by inviting experts from diverse disciplines and organizing group discussions. Though the course has received strong positive feedback, four challenges still remain in IE education: defining the knowledge boundary, presenting an integrated view, utilizing an interdisciplinary methodology, and cultivating a class culture.

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“…A 1992 National Academy of Sciences colloquium about industrial ecology featured several presentations focused on education (Lynch and Hutchinson ; Starr ; Troxell ). Additional literature has described industrial ecology‐relevant courses and degree programs (Cooper and Fava , ; Cushman‐Roisin et al ; Marstrander et al ; Shi et al ; Allenby et al ; Cervantes ; Ning et al ; Biswas ). The ISIE includes education as part of its mission, and education is a focal topic for the Journal of Industrial Ecology .…”

Section: Industrial Ecology Educationmentioning

confidence: 99%

A Failure Reveals Success

Cockerill

2013

J of Industrial Ecology

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SummaryAlthough environmental education and education for sustainable development have become well-established areas of scholarship and practice, there has not been a similar development focused on "industrial ecology education." A review of the historical context and guiding philosophies for each of these areas finds many similarities, as well as key differences. Environmental education traces its modern roots to the idealism of the 1960s and 1970s. It has focused mostly on improving environmental conditions. Education for sustainable development arose along with international concerns about social justice. It has emphasized general education as well as education about sustainability as necessary to ensure human prosperity. Industrial ecology, in its contemporary form, evolved as an applied approach to address environmental concerns and to meet sustainability goals. It has developed into a diverse, multifaceted approach to address the complexity inherent in industrial society. Education focused on industrial ecology remains decentralized, with core principles and tools being integrated into existing disciplinary programs as well as development of industrialecology-specific curricula. These efforts have not coalesced into a formalized, industrial ecology education. Rather than reflecting a shortcoming, this potentially offers a more robust method for applying industrial ecology principles and tools widely. Keywords:curricula industrial ecology interdisciplinarity pedagogy sociology of knowledge sustainability

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Industrial Ecology in China, Part II Education

Cited by 8 publications

References 0 publications

Industrial sustainability in China: Practice and prospects for eco-industrial development

Industrial sustainability in China: Practice and prospects for eco-industrial development

Industrial Ecology Education at Tsinghua University

A Failure Reveals Success

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