Responsible Living: Concepts, Education and Future Perspectives PDF
Preview Responsible Living: Concepts, Education and Future Perspectives
Victoria W. Thoresen · Robert J. Didham Jørgen Klein · Declan Doyle Editors Responsible Living Concepts, Education and Future Perspectives Responsible Living Victoria W. Thoresen · Robert J. Didham Jørgen Klein · Declan Doyle Editors Responsible Living Concepts, Education and Future Perspectives 1 3 Editors Victoria W. Thoresen Jørgen Klein Hedmark University College Hedmark University College Elverum Elverum Norway Norway Robert J. Didham Declan Doyle Institute for Global Environmental School of Business and Humanities Strategies Institute of Technology Carlow Hayama Carlow Japan Ireland ISBN 978-3-319-15304-9 ISBN 978-3-319-15305-6 (eBook) DOI 10.1007/978-3-319-15305-6 Library of Congress Control Number: 2015930333 Springer Cham Heidelberg New York Dordrecht London © Springer International Publishing Switzerland 2015 This work is subject to copyright. All rights are reserved by the Publisher, whether the whole or part of the material is concerned, specifically the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfilms or in any other physical way, and transmission or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed. The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use. The publisher, the authors and the editors are safe to assume that the advice and information in this book are believed to be true and accurate at the date of publication. Neither the publisher nor the authors or the editors give a warranty, express or implied, with respect to the material contained herein or for any errors or omissions that may have been made. Printed on acid-free paper Springer International Publishing AG Switzerland is part of Springer Science+Business Media (www.springer.com) The Partnership for Education and Research about Responsible Living (PERL) project has been carried out with the support of the European Community in the framework of the Erasmus Programme. The content of this project does not necessarily reflect the position of the European Community, nor does it involve any responsibility on the part of the European Community. Further information on PERL can be found here: https://eng.hihm.no/ project-sites/responsible-living Acknowledgments This book would not have been possible without the valuable support of the reviewer team. Therefore, we would like to thank all the reviewers for their help in reading and commenting on the submitted articles. Each submitted article was reviewed by at least two experts. Please find below the reviewers listed in alphabetical order. Brummel, Mackteljin—Netherlands Enterprise Agency Dourado, Alcina—Setubal College of Education Figueira, Ana Christina—University of Algarve Gottschau, Jette—University College of Copenhagen Karlsson-Vinkhuyzen, Sylvia—International Environment Forum Klabusayova, Nadezda—Technichal University of Ostrava Klausen, Siri Wieberg—Hedmark University College Lekunze, Ransom—Metropolitian University College Mazur, Barbara—Bialystok University of Technology McCloat, Amanda—St. Angela’s College Maguire, Helen—St. Angela’s College Neuvonen, Aleksis—Demos Helsinki de Silva, Luisa—Institute of Cocial and political Studies, Portugal Theodoropoulou, Helen—Harokopio University Athens Zaleskiene, Irena—Lituanian Univeristy of Education Sciences A special thanks to the Ulf Schrader and Heiko Steffens who assisted the PERL editorial committee in the preparation of this publication. Hayama, Carlow, Hamar Victoria W. Thoresen Robert J. Didham Jørgen Klein Declan Doyle vii Contents Part I Introduction Responsible Living: Concepts, Education and Future Perspectives ..... 3 Robert J. Didham, Declan Doyle, Jørgen Klein and Victoria W. Thoresen The Route to Responsible Living: Doubting, Discovering, Daring and Doing .............................................. 13 Victoria W. Thoresen Part II Advancing Norms and Policies Ethics in Sustainability Education ................................ 27 Arthur Lyon Dahl Learning for Sustainability ...................................... 41 Marilyn Mehlmann, Miriam Sannum and Andre Benaim ESD and Assessing the Quality of Education and Learning ............ 57 Frans Lenglet Creating Meaningful Life for a Responsible and Sustainable Future .... 73 Gregor Torkar Corporate Social Responsibility and Sustainable Living .............. 83 Martin Nkosi Ndlela ix x Contents Part III Transforming Learning Environments and Educational Approaches Enriching Responsible Living Curricula with Transdisciplinarity ...... 97 Sue L.T. McGregor Making the Invisible Visible: Designing Values-Based Indicators and Tools for Identifying and Closing ‘Value-Action Gaps’ ............ 113 Gemma Burford, Elona Hoover, Arthur Dahl and Marie K. Harder Green Flag Eco-Schools and the Challenge of Moving Forward ........ 135 Jonas Greve Lysgaard, Niels Larsen and Jeppe Læssøe Envisioning Literacy to Promote Sustainable Wellbeing .............. 151 Kaija Turkki Building a Social Justice Pillar for Youth Career Development ......... 179 Carme Martínez-Roca, Màrius Martínez and Pilar Pineda Part IV Empowering Youth and Local Communities Are Food Convenience and Sustainable Consumption Mutually Exclusive? ............................................ 197 Suzanne Piscopo A World at Stake—Global Citizenship, Justice, and the Role of Museums ................................................... 217 Sigurd Solhaug Nielsen and Jørgen Klein Social Learning for Sustainability ................................. 233 Robert J. Didham and Paul Ofei-Manu Envisioning as an Enabling Tool for Social Empowerment and Sustainable Democracy ...................................... 253 François Jégou and Christophe Gouache Part V Special Interview Reflections on a Dedicated Partnership ............................ 275 Siri Wieberg Klausen About the Contributors Gemma Buford is a Research Fellow in the Sustainability and Values Research Group at the University of Brighton. Her research interests include sustainable design, participation, values-focused evaluation, and reconnecting people with nature. She previously worked in Tanzania for more than a decade, co-designing in- novative education and research projects with Maasai communities, and co-founding an intercultural secondary school. Gemma has contributed to numerous publications on environment, health, and development issues, including the WHO Global Atlas of Traditional, Complementary and Alternative Medicine Once enough people embrace the true nature of adolescence—its promise and potential— Western culture will transform and again become life sustaining. To the extent that we don’t know what adolescence is for, we don’t know what humans are for. (Bill Plotkin, Nature and the Human Soul, p. 11) Arthur Lyon Dahl is President of the International Environment Forum and a re- tired Deputy Assistant Executive Director of UNEP, with a Ph.D. in Biology and over 40 years experience in sustainable development and its ethical dimension. He teaches Internet and university advanced studies courses, and led a PERL project applying values-based indicators in education. He represented the Baha’i Interna- tional Community at the 1972 Stockholm Conference, was in the Secretariat of the Rio Earth Summit, and participated in WSSD and Rio 20. + Take from this world only to the measure of your needs, and forego that which exceedeth them. (Bahá‘u’lláh, 1817–1892) Robert J. Didham is Senior Coordinator for capacity development and knowledge management at the Institute for Global Environmental Strategies. In this role, he manages capacity building and training programmes for target stakeholders across the Asia-Pacific region to implement sustainability policies and practices. He also leads the education team at IGES and conducts research on education for sustain- able development, consumption, and lifestyles. His academic focus is interdiscipli- nary approaches to sustainable development with primary background in sociology, development studies, and educational leadership. xi xii About the Contributors Declan Doyle holds a vice presidential position with responsibility for Research and Internationalisation at the Institute of Technology Carlow in Ireland. His degrees are in Marketing and Management. He is currently undertaking doctorate studies at the University of Bath. His research is in the area of policy formulation processes and policy analysis. The rose has thorns only for those who would gather it. (Chinese Proverb) Paul Ofei-Manu is a researcher in the Education Team at the Institute for Global Environmental Strategies. He is also a researcher of sustainability at Miyagi Nation- al University of Education (since 2010), having served previously as a guest lecturer for 2 years. Concurrent with independent research, he was a language instructor in several elementary, junior high, and high schools in Miyagi Prefecture, Japan. Pre- viously, he was a Senior Research/Teaching Assistant for 2 years at the University of Ghana Agricultural Research Centre. It is in fact a part of the function of education to help us to escape—not from our own time, for we are bound by that—but from the intellectual and emotional limitations of our own time. (T.S. Eliot, 1888–1965) François Jégou is the Founder and Head of Strategic Design Scenarios and has 20 years of experience in strategic design, participative scenario building, and new product-services system definition. He is a professor of strategic design at La Cambre, Brussels and Design Manager of the Lab of Usage and Innovative P ractices at the Cité du Design in Saint-Etienne, France. He is Lead expert of URBACT Sustainable Food in Urban Communities network and founding member of the DESIS Design for Social Innovation and Sustainability network. Christophe Gouache is Project Manager at Strategic Design Scenarios. Chris- tophe studied industrial product design and responsible innovation and received his Masters from The École de Design Nantes Atlantique, Nantes, France. He directed a 6-months long sustainable community project in Davao, Philippines which focused on eco-design projects all stemming from a strong will to carry out educational ini- tiatives meant to spur participative and collective construction efforts. His focus is on sustainable and social innovation, collaborative and participative scenario build- ing, prospective visions, and service design. We need to know where we are going. We need to have vision. And that vision has to be articulated, it has to be socially shared, and discussed, and formulated. (Meadows, 1994) Siri Wieberg Klausen has a Master’s degree in Political Science from the Univer- sity of Oslo. She also has a bachelor’s degree in TV journalism and documentary film from Volda University College, Norway. She has been working as a journalist and documentary filmmaker for 10 years. She has also been teaching social studies in upper secondary school for several years. Currently, she is working as a lecturer
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