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Sustainability challenges universities around the world to rethink
their missions and to re-structure their courses, research
programs, and life on campus. Graduates are increasingly exposed to
notions of sustainability, which are emotionally, politically,
ethically, and scientifically charged. They must be able to deal
with conflicting norms and values, uncertain outcomes and futures,
and a changing knowledge base. At the same time they will need to
be able to contextualize knowledge in an increasingly globalized
society.
This book provides a variety of valuable theoretical and practical
resources for students, teachers, researchers, and administrators
who seek to integrate sustainability in higher education.
Sustainability is not only explored as both an outcome and a
process of learning, but as a catalyst for educational change and
institutional innovation. The book raises the various problematics
related to this inchoate field and provides an intellectual history
and critical assessment of the prospects for institutionalizing
sustainability in higher education.
The environment and contested notions of sustainability are
increasingly topics of public interest, political debate, and
legislation across the world. Environmental education journals now
publish research from a wide variety of methodological traditions
that show linkages between the environment, health, development,
and education. The growth in scholarship makes this an opportune
time to review and synthesize the knowledge base of the
environmental education (EE) field. The purpose of this 51-chapter
handbook is not only to illuminate the most important concepts,
findings and theories that have been developed by EE research, but
also to critically examine the historical progression of the field,
its current debates and controversies, what is still missing from
the EE research agenda, and where that agenda might be headed.
Published for the American Educational Research Association (AERA).
The environment and contested notions of sustainability are
increasingly topics of public interest, political debate, and
legislation across the world. Environmental education journals now
publish research from a wide variety of methodological traditions
that show linkages between the environment, health, development,
and education. The growth in scholarship makes this an opportune
time to review and synthesize the knowledge base of the
environmental education (EE) field. The purpose of this 51-chapter
handbook is not only to illuminate the most important concepts,
findings and theories that have been developed by EE research, but
also to critically examine the historical progression of the field,
its current debates and controversies, what is still missing from
the EE research agenda, and where that agenda might be headed.
Published for the American Educational Research Association (AERA).
Sustainability challenges universities around the world to rethink
their missions and to re-structure their courses, research
programs, and life on campus. Graduates are increasingly exposed to
notions of sustainability, which are emotionally, politically,
ethically, and scientifically charged. They must be able to deal
with conflicting norms and values, uncertain outcomes and futures,
and a changing knowledge base. At the same time they will need to
be able to contextualize knowledge in an increasingly globalized
society.
This book provides a variety of valuable theoretical and practical
resources for students, teachers, researchers, and administrators
who seek to integrate sustainability in higher education.
Sustainability is not only explored as both an outcome and a
process of learning, but as a catalyst for educational change and
institutional innovation. The book raises the various problematics
related to this inchoate field and provides an intellectual history
and critical assessment of the prospects for institutionalizing
sustainability in higher education.
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