New ethical challenges within environmental and sustainability education

Öhman, Johan

doi:10.1080/13504622.2016.1165800

Cited by 19 publications

(12 citation statements)

References 15 publications

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“…It should also be mentioned that within the general ESE literature, philosophical perspectives are often explored: e.g. issues of pluralism (Lijmbach et al 2002;Öhman 2006;Rudsberg and Öhman 2014), ethical and normative perspectives (Gough and Scott 2006;Jickling 2004Jickling , 2009Kronlid and Öhman 2013;Öhman 2016), values (Garrison, Östman, and Håkansson 2015;Manni, Sporre, and Ottander 2016), ecofeminism (Fawcett 2000;Harvester and Blenkinsop 2010), deconstructionism approaches (Bai et al 2015;Gough and Price 2004). Many of these authors use pragmatism (see Sections 1.3 and 3) as a theoretical framework in their research.…”

Section: Hesd In Need Of Philosophical Groundingmentioning

confidence: 99%

Higher education for sustainable development in Flanders: balancing between normative and transformative approaches

Lambrechts

Liedekerke

Petegem

2017

Environmental Education Research

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This paper provides critical reflections on higher education for sustainable development (HESD) from a philosophical perspective. A theoretical framework is developed, based on John Dewey's thoughts on the aim of democracy and the critical role of education herein, and with specific focus on two constructs: 'initiative and adaptability' and 'values and virtues'. This theoretical framework is used to analyze HESD in Flanders, from a historical and socio-political perspective. The Flemish case shows a gradual evolution from a focus on environmental management on campus, followed by a normative interpretation of what HESD should look like, and a more transformative approach in light of citizenship and democratic ideals. The case also shows considerable exchange of information between Flanders and the Netherlands, in which Dutch models and instruments were used in the Flemish context. The philosophical perspective provides a theoretical grounding of the field of HESD, which enables us to further develop the field, with a specific focus on initiative and adaptability on the one hand, and the importance of a virtues perspective on the other. 1.1. Different approaches in HESD Different approaches are identified within the HESD field. Derived from a series of charters and declarations on sustainability in higher education, Lozano et al. (2013) defined seven dimensions of HESD: (1) institutional framework; (2) campus operations; (3) education; (4) research; (5) outreach and collaboration; (6) on-campus experiences;

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Section: Hesd In Need Of Philosophical Groundingmentioning

confidence: 99%

Higher education for sustainable development in Flanders: balancing between normative and transformative approaches

Lambrechts

Liedekerke

Petegem

2017

Environmental Education Research

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“…A key expectation of the editorial office here has been ensuring such manuscripts are more than descriptive or anecdotal: they should provide critical scholarly commentary on the kind, quality and focus of research networking at that time (and/or over time), as well as those of the research and development work which has gone on there (e.g. in comparison to elsewhere), or has become the focus of debate at their meetings (see € Ohman 2016). Unfortunately, these kinds of papers are few and far between.…”

Section: Much Ado About Spots?mentioning

confidence: 99%

“…In fact, as many of the papers prepared for submission to a research journal arise from initial presentations and discussions at such research events, research journals remain an obvious place to encourage reflection, dialogue and debate about key issues in the practices and trends of research development. They might even promote particular debates or perspectives on these by drawing in other contributions and contributors, such as through guest-edited special issues or mini collections (again, see € Ohman 2016, andReid 2013). More broadly, whether these special issues tackle regional, topical, epistemological, methodological and/or ontological considerations, a guiding principle for all guest editors is establishing and probing the value and values of doing and presenting such research to an international audiencefor example, by reflecting on who benefits from doing such research, and what difference it makes, near and far (e.g., Thiemann, de Carvalho, and de Oliveira 2018).…”

Section: Much Ado About Spots?mentioning

confidence: 99%

Blank, blind, bald and bright spots in environmental education research

Reid

2019

Environmental Education Research

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Blank, blind, bald and bright spots in environmental education research Introduction As noted in the editorial for the preceding issue (Reid 2019), by year's end, Environmental Education Research will have published 25 volumes of studies. In total, they contain over 150 issues and more than a thousand articles, authored by a wide variety of researchers of environmental education and/or sustainability education drawn from around the globe. Along with other leading journals serving these fields of inquiry, we trust publishing such articles helps sharpen our collective sense of what is worth investigating in environmental and sustainability education, as well as what has been found or concluded. But also more than this: that the studies we publish help develop how we might ground and prioritise what comes to matter in and across the multiple and overlapping worlds of scholarship, policy, practice and theory related to these self-same fields, and beyond. In this follow-on editorial essay to Reid (2019), I explore how we might achieve this by recapping some of the broad themes that we, as an editorial board and office, will touch on throughout this year in order to commemorate our 25-year publishing milestone. I focus on the core business of the journal, and illustrate its work through examples of a diversity of foci, approaches and insights to inquiry. But before then, a few things must be recognised before they can be held aside. These are the features on the immediate horizon for the editorial office, and include various pragmatic concerns, such as the ways this journal, like many others, has had to keep step with a wide range of shifts in academic publishing over the last quarter of a century. Much of this marks the ongoing transition from an analogue to digital publishing era, but also a 'product-' to a 'services-oriented' approach to journal-based scholarship, especially with the accompanying rise and profile of social media and digital scholarship. And like other journals too, we face a range of challenges related to capacity in publishing and the increased scrutiny of studies (e.g. questions concerning their authorship, reproducibility and impact, by funders, publishers and users of research), but also how to support the 'greater goods' of researcher collaboration, multiple languages, cross-border work, and interdisciplinarity. Obstacles to some of these outcomes, as well as enablers of particular aspects, must include greater recognition of the agendas of those academics who are institutionally based as much as the role of 'freelance scholars', many of whom now work primarily within an interconnected, digitised environment for scholarship and exchange, where the online sharing of data as much as ideas and publications (and their translation) is rapidly overtaking traditional concerns about establishing the origins, locations, relations and ethics of research and publication. How editorial offices, boards and publishers evolve their work to address such shifts towards 'openness', a 'service expectation' and as...

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“…The research results in the field of theory and practice of education for sustainable development and global education are being widely discussed at symposia of Environmental and Sustainability Research Network (ESER). Johan Öhman states that ESER is developing fast -today it consists of more than 170 researchers from 23 countries [4]. Higher education institutions are actively involved in global discussions and actions to address sustainable development issues as key players and interested parties [5].…”

Section: Introductionmentioning

confidence: 99%

Smart-education as the Factor of Sustainable Development

Burmistrova¹,

Kalnitskaya²,

Иванова³

et al. 2019

Proceedings of the 1st International Scientific Practical Conference "The Individual and Society in the Modern Geopolitical Env

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The following modern trends in the development of society (high rate of world variability, informatization of living environment, global communication) raise the problem of quality of training of university students. At the same time, the development of an education strategy for sustainable development is of great importance. The essence of the strategy is to build a willingness to live and act in a changing environment, to plan socio-economic development, considering the limitations of activities and the consequences of decisions for us and future generations. The article examines the impact of the Smart-education concept on formation of strategic guidelines of education for sustainable development in relation to quality of university graduates training. The discussion of this issue is due to the ambiguity of the content of theoretical provisions and the difference in results of the practical application of Smart technologies in education. The authors identified the principles of education for sustainable development. The role of the principle of informatization in the context of improving the quality of education is shown, which is impossible without development of a technological base for interpersonal communications in the global information educational space.

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New ethical challenges within environmental and sustainability education

Cited by 19 publications

References 15 publications

Higher education for sustainable development in Flanders: balancing between normative and transformative approaches

Higher education for sustainable development in Flanders: balancing between normative and transformative approaches

Blank, blind, bald and bright spots in environmental education research

Smart-education as the Factor of Sustainable Development

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