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Books > Earth & environment > The environment > Environmentalist thought & ideology
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Teaching Sustainability / Teaching Sustainably (Paperback)
Loot Price: R1,104
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Teaching Sustainability / Teaching Sustainably (Paperback)
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Over the coming decades, every academic discipline will have to
respond to the paradigm of more sustainable life practices because
students will be living in a world challenged by competition for
resources and climate change, and will demand that every academic
discipline demonstrate substantial and corresponding relevance.
This book takes as its point of departure that integrating a
component of sustainability into a discipline-specific course
arises from an educator asking a simple question: in the coming
decades, as humanity faces unprecedented challenges, what can my
discipline or area of research contribute toward a better
understanding of these issues? The discipline need not be
future-oriented: an archaeologist, for instance, could incorporate
into a course some aspects of sustainable archaeological practices
in areas threatened by rapid climate change, as well as examples of
sustainable or unsustainable ways of living practised by members of
the long-gone society under investigation. This book also argues
that courses about sustainability need to cross disciplinary
boundaries, both because of the inter-relatedness of the issues,
and because students will require the ability to use
interdisciplinary approaches to thrive through the multiple careers
most of them will face. The contributions to this book are
presented under four sections. “Sustainability as a Core Value in
Education” considers the rationale for incorporating
sustainability in disciplinary courses. “Teaching Sustainability
in the Academic Disciplines” presents eight examples of courses
from disciplines as varied as agriculture, composition,
engineering, and teacher education. “Education as a Sustainable
Practice” reviews how the physical environment of the classroom
and the delivery of instruction need themselves to reflect the
values being taught. The final section addresses the issues of
leadership and long-term institutional change needed to embed
sustainable practice as a core value on campus.
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