Articles and studies
Abstract: Connective practices are affective educational activities and critical for sustainability education. They bridge the gap between knowledge of environmental problems and the will, personally, to do something about them. Three sources of pedagogic theory are tapped for this application to sustainability education. From Deep Ecology comes the pedagogic ladder leading to recognition of the Ecological Self, the deep intuitive appreciation of being a part of the living Earth. The Connective Practice concept comes from Social Sculpture and the provocative artistic and political work of Joseph Beuys, whose notion of participatory response-ability envisages actions that unleash the positive creative potential of every individual. For Beuys, everyone is an artist and everyone can become a world-maker. Finally, Invitational Education adds concern for the learner’s inner being. Learning invitations aim to remove the obstacles that hold learners back from positive creativity. It also fosters learner engagement by developing the positive aspects of the whole learning environment, building care trust, respect and optimism from the sum of people, places, processes, programs and policies. Two case studies illustrate the task of inviting learners to develop pro-sustainability values and affirm them by a personal creative response. In the Karma to Climate Change project, scriptural quotations and environmental information combine to invite learners to make a personal religious pledge to adopt a more pro-sustainability lifestyle. In the Restoration of Wychwood Forest project, learners join local community volunteers to plant trees and later reflect on the wider personal significance of their enacting sustainability values.
Keywords: affective education; service learning; active learning, Invitational Education; Joseph Beuys; Deep Ecology; Education for Sustainable Development
Abstract: Now at the 21st Century, education needs to be adapted to youth and children of our time. Learners are requesting active education into concrete situations of pedagogy. The model of «Action Research for the Community Problem Solving» (AR:CPS) responds to this need perfectly. As an example, in his last speech, former President of USA Barack Obama has raised the importance for active citizenship to engage people into the «problem solving process». This is what the Program in Environmental Education and Citizenship (PEEC) has developed as an expertise in the last 20 years. This approach can be applied in any situation, technical as educational. The program has been shown to build critical, reflective and empowering democratic skills and to inspire its participants to engage fully in problem-solving within their communities. Evaluation of the outcomes since 1993 suggest that this is a method that is considered beneficial by participants, by their communities as by educational institutions at all levels, and that it may provide a more effective mode of education for environmental citizenship.
Abstract: Nowadays people begin to recognize that there are problems in our environment and they must do something about it. The purpose of this paper is to presents the most important environmental problems without a priority order. For example, we have to provide the required energy, drinking water and adequate food as well to ensure the livable environment for everyone. In order to solve these problems, it is important to understand that we have to examine them as a coherent system. Environmental education is a good opportunity to spread this mindset among students of all ages. In the second half of this study education methods are presented where environmental problems can be effectively addressed in pedagogical practice. The paper argues that environmental education is the first step to solve and to prevent aforementioned global environmental issues.
Keywords: environmental problems; sustainability; environmental education
Abstract: The United Nations (UN) accepted the Sustainable Development Goals (2016-2030) for mankind, including 17 Goals and 169 Targets. Sustainability is understood in its widest sense, considering society and economy as equally important pillars, as environmental safety. Fulfilment of these aims needs active and prepared participation of future generations, hence education of these tasks is inevitable. In the paper, a reasonable classification of the Goals is provided, which is missing in the document. This classification sorts the 17 Goals into five groups: Primary needs of humans (Goals 2, 3, 6 and 7); Equality between humans (1, 4, 5 and 10); Efficient, sustainable production (8, 9, 12 and 13); Landscapes in danger (11, 14 and 15) and Worldwide cooperation (16, 17). Goal 4 is devoted to education with 10 Targets, whereas eight further Targets of six Goals literally mention education or synonyms. Having them briefly presented, the paper critically notes those Targets, where education is also requested, but not mentioned by the document. There are also recommendations on how to teach sustainability in the various secondary school subjects. Reversely, examples are also provided to convince the Reader about possibility and usefulness of applying sustainability to support practically all school subjects and to develop key competences by selected aspects of sustainability. In the Appendices, there are global and European indicators, to be used in education of and by sustainability.
Keywords: SDG (2016-2030); education; school subjects; key competences; global and European indicators
Abstract: The living nature is an incomparable treasure, an ever-changing unique world. Its priceless value lies in the appearance of its plant and animal species. Today newer and newer terrestrial and aquatic creatures are born and there is no such human mind that is able to memorise all of them existing in the world. However, what is directly perceptible from them exists only a short distance away. Could we see, or is it possible to show the real face of these remarkable aspects? Do we give or could we give the young generation enough to taste the real life of the actual world, attracting their attention to sustainability? Do we spend or are we able to spend enough time with our students getting acquainted with all animal and plant species, which appear directly around us? In other words, is there or to what extent does preservation of a considerably significant issue, the biodiversity exists factually in today's public education? The study summarizes methods that nowadays serve the teaching of species diversity and attempt to sum up the institutions where they are used.
Keywords: concept of biodiversity; biodiversity in public education; nursery schools; kindergarten; primary schools, biodiversity in secondary education, new methods
Abstract: The number of publications and best practices in the field of gamification are explosively growing, however, only a small percentage is linked to pedagogical methodologies. It is a well-known fact, that games are part of educational techniques since prehistorical times. In this paper we aim to explore the role of gamification in pedagogical methodologies, focusing on environmental education.
Keywords: environmental education, gamification
Abstract: The importance of education for sustainable development and environmental sustainability was acknowledged decades ago. Consequently, by joining to several international conventions countries across the world agreed to effectively integrate and implement education for sustainable development (ESD). However, it soon became evident that ESD must be effectively integrated into public education and crucially developed, if we really want to reduce the environmental burden caused by human activities. One possibility for this is to develop modern, interactive, ICT based educational tools which may grab the attention of students today. In this paper we present an inspiring example, the e-School4S (E-School for Sustainability in the Danube Region) Comenius project in the framework of which teachers and NGOs across borders collaborated to build interactive e-learning courses for secondary school students.
Keywords: education for sustainability; interactive; e-learning
Abstract: This new scientific book was published by Springer in this year 2017. It is not just a new work about headwater catchments in general, but a good summary of the different applications and methodology faces the stakeholders and attendants of catchment services around the world. As it is well known any changes in headwater and mountain watersheds have major impacts on not the development of its own region, but also those of downstream. As the climate change is already in reality, we feel this change regularly, it is important to stay for a minute and reconsider the eco-service practices. Do we get the best answer to the challenges of this changing environment?
Keywords: review; headwater; mountain watersheds