Reason and Reenchantment in Cultural Change

Abstract

Sustainability in Higher Education by Peggy F. Barlett At this critical historical juncture of environmental degradation, awareness of needed cultural change, and an emerging sustainability movement, attention to "reenchantment"-the phenomena of sensory, emotional, and nonrational ways of connecting with the earth's living systems-strengthens our professional understanding as educators as well as our ability to contribute to institutional change. Research among participants in the Piedmont Project-a faculty development program for sustainability across the curriculum at Emory University-and among sustainability leaders in higher education across North America shows that wonder, delight, awe, and meaning are linked to both personal and political spheres of action. The experience of reenchantment can be understood in seven dimensions and provides restorative moments, fosters creativity for change, and supports a revised worldview. A stereoscopic paradigm that combines reason and reenchantment will serve an anthropology that seeks to think, in Roy Rappaport's words, "not merely about the world but on behalf of the world."

What lies beneath the surface? The hidden complexities of organizational change for sustainability in higher education

“…We found that collaboration is seen to help break down internal boundaries, allowing people to meet new colleagues and learn about "serious intellectual and personal commitment far beyond the micro world of [my department]" (in Barlett, 2008). Our interpretation suggest that the lack of knowledge and awareness of what 'others' or 'departments beyond their own' are doing can re-enforce silos and territoriality.…”

“…Collaborative approaches were also recognized as an important alternative to selected 'expert' input as they enable more creativity, sharing and developing ideas that people 'would otherwise never think of' (Barlett, 2008). Beyond developing ideas, collaboration can also create ownership in the change process and ensure people's views are taken into account, creating a 'shared vision', and 'fuelling momentum' (Gudz, 2004;Kurland, 2011).…”

“…It encompasses both intellectual engagement with environmental and broader sustainability issues, as well as wider beliefs, worldviews and standpoints that individuals in different parts of the organization voice or are perceived to have; and how these influence processes of change towards sustainability in their institutions. _________________________________________________________________________________ Author's post-print An aspect that came out in a number of studies was the fact that individuals who initiated or enabled change were committed to 'environmental stewardship', espoused an 'ecological' understanding of the earth and living communities or were aware of the urgency of the 'imperative for sustainability' (Bardati, 2006;Barlett, 2008;James and Card, 2012;Kurland, 2011;Wright, 2010;Wright and Wilton, 2012).…”

The role of higher education institutions in regional transition paths towards sustainability

“…They have furthermore also been role models for engaging in sustainability-related activities in the local and regional context. It is their intellectual engagement with environmental and broader sustainability issues, as well as their worldviews and beliefs (Barlett 2008), which have influenced other members of the HEI. Furthermore, through their relationships and networks they have been able to provide necessary financing which has allowed the elaboration of expertise in the field of sustainability and the development of a dedicated research focus.…”

Business as Usual? Barriers to Education for Sustainability in the Tourism Curriculum

“…According to some (Barlett, 2008;Bates, Silverblatt, & Cleban 2009;Springett, 2005), business schools in particular are lagging behind other disciplines in 'going green'. In previous research, von der Heidt and Lamberton (2011) discussed the sustainability imperative and the role of business in the transition to sustainability.…”