Educating for Sustainability

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Date Range
2011 2014

Changing from current unsustainable production, consumption, and disposal patterns will clearly require technological, political and other structural changes, but also individual behavior change. Consumer demand and individuals’ purchasing power exerts pressure on many parts of the production system, including how crops are produced (i.e., organic), products are packaged and labeled (i.e., rBGH-free labels on milk), and even where products are distributed and how they are disposed of. Individual consumer behaviors have even led to political and structural changes overtime, such the consumer boycott of tuna which led to 1990 US legislation creating the "Dolphin Safe" tuna label. One of the ...

Contributors
Redman, Erin, Redman, Aaron
Created Date
2014-02-01

Teacher education for sustainability is a central part of integrating sustainability into classrooms and schools. However, educating for sustainability isnot limited to increased content knowledge; rather it encompasses different forms of knowledge that embrace the normative, dynamic and action-oriented nature of sustainability. Curriculum for a summer sustainability programme had previously been developed based on an interdisciplinary approach which incorporates research and practice from the fields of education pedagogy, sustainability and behaviour change. This article synthesises the insights provided by K-12 teachers who participated in this programme and another teacher who utilised the curriculum during a sustainability unit in her 8th ...

Contributors
Redman, Erin
Created Date
2013-12

Achieving a sustainable future requires that individuals adopt sustainable behaviors, which are often learned and cemented at a young age. Yet, traditional education efforts have been inadequate in fostering transformative change, in part because many programs focus on fact-heavy, teacher-centered techniques while neglecting the practices that behavioral and sustainability scholars highlight as central to creating change. To address this gap, the pre-sent research integrates three critical yet mostly disparate bodies of research— educational pedagogy, behavior change, and sustainability competencies. This interdisciplinary ap-proach to education was implemented and evaluated with a small group of students during an intensive summer program and ...

Contributors
Redman, Erin
Created Date
2013-01

Achieving a sustainable future requires that individuals adopt different values, attitudes, habits, and behaviors, which are often learned and cemented at a young age. Unfortunately, current educational efforts are inadequate for achieving transformative action. Even programs whose primary goal is to promote responsible, pro-environmental behaviors have largely failed at creating change among students. The lack of efficacy in sustainability-related educational programs is at least partly due to faulty assumptions about knowledge automatically leading to action, and by extension, the information- intensive methods that focus largely on declarative knowledge regarding how environmental systems work. Meanwhile, social science literature clearly highlights the ...

Contributors
Redman, Erin, Larson, Kelli
Created Date
2011-03

Educational interventions are a promising way to shift individual behaviors towards Sustainability. Yet as this research confirms, the standard fare of education, declarative knowledge, does not work. This study statistically analyzes the impact of an intervention designed and implemented in Mexico using the Educating for Sustainability (EfS) framework which focuses on imparting procedural and subjective knowledge about waste through innovative pedagogy. Using data from three different rounds of surveys we were able to confirm 1) the importance of subjective and procedural knowledge for Sustainable behavior in a new context, 2) the effectiveness of the EfS framework and 3) the importance ...

Contributors
Redman, Aaron, Redman, Erin