Title: Mapping the relationship between higher education and sustainable development
Source document: Studia paedagogica. 2015, vol. 20, iss. 4, pp. [71]-84
Extent
[71]-84
-
ISSN1803-7437 (print)2336-4521 (online)
Persistent identifier (DOI): https://doi.org/10.5817/SP2015-4-5
Stable URL (handle): https://hdl.handle.net/11222.digilib/134938
Type: Article
Language
License: Not specified license
Notice: These citations are automatically created and might not follow citation rules properly.
Abstract(s)
The article presents different approaches to the relationship between higher education and sustainable development. Its purpose is firstly to provide an overview of four main approaches to this relationship and their key conflicts. Secondly, it argues that the approach "lifelong learning skills for a resilient life" is beginning to establish itself as part of a main conflict with the approach "necessary knowledge for a secured life." That is to say that these two approaches to the question of the relationship between higher education and sustainable development are in conflict with each other and with understanding of higher education, in casu with the curriculum and assessment activity of the university, as well as with sustainable development. This gives rise to very different conditions for future forms of life and learning inside, as well as outside, higher education.
References
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[2] Beck, U. (2001). World Risk Society. Cambridge: Polity.
[3] Boud, D. (2000). Sustainable assessment: Rethinking assessment for the learning society. Studies in Continuing Education, 22(2), 151–167. | DOI 10.1080/713695728
[4] Boud, D., & Falchikov, N. (2006). Aligning assessment with longterm learning. Assessment & Evaluation in Higher Education, 31(4), 399–413. | DOI 10.1080/02602930600679050
[5] Ekins, P. (2003). Identifying critical natural capital. Ecological Economics, 44(2–3), 277–292. | DOI 10.1016/S0921-8009(02)00278-1
[6] Evans, B., & Reid, J. (2014). Resilient Life: The Art of Living Dangerously. Polity Press: Cambridge.
[7] Folke, C., Carpenter, S., Elmqvist, T., Gunderson, L., Holling, C. S., & Walker, B. (2002). Resilience and sustainable development: Building adaptive capacity in a world of transformations. Ambio, 31(5), 437–440. | DOI 10.1579/0044-7447-31.5.437
[8] Foros, P. B., & Vetlesen, A. J. (2012). Angsten for oppdragelse: et samfunnsetisk perspektiv på dannelse. Oslo: Universitetsforl.
[9] Gieryn, T. F. (1983). Boundary-work and the demarcation of science from non-science: Strains and interests in professional ideologies of scientists. American Sociological Review, 48(6), 781–795. | DOI 10.2307/2095325
[10] Gieryn, T. F. (1995). Boundaries of science. In S. J. E. Al (Ed.). Handbook of science and technology studies. London: Sage Publications.
[11] Gieryn, T. F. (1996). Policing STS: A Boundary-Work Souvenir from the Smithsonian Exhibition on "Science in American Life". Science, Technology, & Human Values, 21(1), 100–115.
[12] Gieryn, T. F. (1999). Cultural Boundaries of Science: Credibility on the Line. Chicago: University of Chicago Press.
[13] Gough, S., & Scott, W. (2007). Higher Education and Sustainable Development: Paradox and Possibility. New York: Routledge.
[14] Hammershøj, L. G. (2009). Creativity as a question of bildung. Journal of Philosophy of Education, 43(4), 545–558. | DOI 10.1111/j.1467-9752.2009.00703.x
[15] Holm, C. (2012). Kampen om troværdigheden: Forskning i formidling. København: Institut for Uddannelse og Pædagogik (DPU), Aarhus: Universitet.
[16] Mochizuki, Y., & Fadeeva, Z. (2010). Competences for sustainable development and sustainability. International Journal of Sustainability in Higher Education, 11(4), 391–403. | DOI 10.1108/14676371011077603
[17] Schmidt, L.-H. (2011). On Respect. Aarhus Universitetsforlag.
[18] Schuller, T., Bynner, J., & Feinstein, L. (2004). Capitals and Capabilities. London: Centre for Research on the Wider Benefits of Learning.
[19] Teichler, U. (2007). Does higher education matter? Lessons from a comparative graduate survey. European Journal of Education, 42(1), 11–34. | DOI 10.1111/j.1465-3435.2007.00287.x
[20] Tilbury, D. (2003). Emerging Issues in Education for Sustainable Development. In B. B. A. O. A. Bhandari (Ed.). Education for Sustainable Development in Nepal: Views and Visions. Kanagawa: International Institute for Global Environmental Strategies (IGES).
[21] United Nations Development Programme, United Nations Environment Programme, World Bank and World Resources Institute. (2008). World Resources 2008: Roots of Resilience: Growing the Wealth of the Poor. Washington: World Resources Institute.
[22] Wals, A. E. J., & Jickling, B. (2002). "Sustainability" in higher education: From doublethink and newspeak to critical thinking and meaningful learning. International Journal of Sustainability in Higher Education, 3(3), 221–232. | DOI 10.1108/14676370210434688
[23] Waltz, K. N. (1986). Reflections on theory of international politics: A response to my critics. In R. Keohane (Ed.). Neorealism and its Critics. New York: Columbia University Press.
[24] Wæver, O. (2009). Waltz's theory of theory. International Relations, 23(2), 201–222. | DOI 10.1177/0047117809104635