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A transactional theory on sustainability learning
Uppsala University, Uppsala, Sweden. (SMED)
Ghent University, Ghent, Belgium. (SMED)
Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap. (SMED)
2019 (engelsk)Inngår i: Sustainable Development Teaching: Ethical and Political Challenges / [ed] Katrien Van Poeck, Leif Östman and Johan Öhman, Milton Park and New York: Routledge, 2019, s. 127-139Kapittel i bok, del av antologi (Fagfellevurdert)
Abstract [en]

This chapter introduces a transactional theory of learning. It addresses the specific content that teachers should pay attention to in an environmental and sustainability education (ESE) context: learning sustainability-related habits that allow for creativity. It also presents models for understanding learning processes in an ESE context: two different ‘routes’ learning can take (i.e. short and long learning loops) as well as three different ‘roots’ for learning (i.e. intellectual disruptions, changes in the physical surrounding and poignant experiences). Furthermore, it identifies and discusses four crucial aspects that influence the learning outcomes: the intrapersonal, the interpersonal, the institutional and the physical. The presented models and aspects can be used as a background for designing efficient and fruitful ESE teaching. The chapter ends with a reflection on the relation between bodily feelings and cognition, since an important part of ESE learning concerns not only knowledge but also feeling connected to ethical and political issues.

sted, utgiver, år, opplag, sider
Milton Park and New York: Routledge, 2019. s. 127-139
Serie
Routledge studies in sustainability
HSV kategori
Forskningsprogram
Pedagogik
Identifikatorer
URN: urn:nbn:se:oru:diva-74395ISBN: 9780815357537 (tryckt)ISBN: 9781351124348 (digital)OAI: oai:DiVA.org:oru-74395DiVA, id: diva2:1318026
Tilgjengelig fra: 2019-05-24 Laget: 2019-05-24 Sist oppdatert: 2019-05-29bibliografisk kontrollert

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Totalt: 93 treff
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