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Bildung für nachhaltige Entwicklung: wiss. Literatur und Materialien (BNELIT)
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Integrative and transformative learning practices: engaging the whole person in educating for sustainability.
M.A. University of Victoria 2012
Abstract: This thesis examines the tenets and approaches of integrative learning for sustainability, and critiques the adequacy and effectiveness of conventional, higher education practices in preparing students for what is an increasingly uncertain future. At the centre of this inquiry is the study of a fourth year, undergraduate field course from the School of Environmental Studies at the University of Victoria that took an integrative, whole-person approach to sustainability in light of integral systems theory. The course provided students with an experiential and integrative learning approach to the study of sustainability that sought to engage the multiple intelligences of students, issuing from their intellectual, physical, social, and spiritual dimensions. To support this process, the course aimed at meeting the needs associated with these facets through diverse learning experiences that included contemplative exercises, the development of a learning community, a critical examination of course readings and experience in service learning activities. The evaluative research of the course's impacts examined the learning experiences from the students' perspective to identify which experiences and approaches were most meaningful. The enquiry also investigated which, if any, of these experiences led to enduring personal transformation and/or community action. The methodology undertaken involved a phenomenological examination of two small group interviews with six of the participating students, as well as an analysis of the six students' written reflection assignments. The results of this research show the effectiveness and impact of some of the distinctive approaches of the course, namely the powerful effects of experiential learning, community based learning and the provision of time and space for personal and group reflection. These activities supported students in broadening and changing their view of themselves, their sense community, as well as provided opportunities for students to engage in sustainable practices.
Inhaltsverzeichnis :
Supervisory Committee


Table of Contents

List of Figures


Chapter One: Introduction
Learning Our Way Out: The Problems and Promise of Higher Education in Educating for a Sustainable Future
Integrative Learning for Sustainability
An integrative approach to educating for a more sustainable future
Environmental Studies 470 (ES 470): Integral Systems Theory—Its Application
Qualitative Research Methodology
Limitations of the Research
Significance of the Research
Researcher′s Perspective: Description of Terms

Chapter Two: Description of Environmental Studies 470
Outline of One-week Intensive
Integral Systems Theory Perspective
Learning Through Example
Vision and Goals
Approaches to Learning: Principles and Practice
Transformative and informational learning

Chapter Three: Literature Review
Deep Learning and Change
Transformative Learning: A Theory in Progress
Personal and Collective Transformation
Transformation: Gradual Versus Epochal Change
Integrative Learning: In Search of Meaning and Transformation
Integrative Learning: A Brief History
Experiential learning
Integrative Learning: A Brief History
Contemplative Learning: Integrative Learning in Practice
Contemplative practice
Community of care: The communal aspect of contemplative practice
Transforming the Self: Transforming the World
Group Process and Action: Community-based Education
An Engagement with Nature

Chapter Four: Research Methodology
My Research Journey
Turning to Phenomenology
Husserl: History of a philosophy and research approach
Heidegger, Gadamer, and interpretive phenomenology
Goals and Issues of Validity in Interpretive Phenomenology
Rich description
Prolonged engagement
Member checking
Monitoring and Using Subjectivity
Research Participants
Sources of Data and Collection Methods
Reflection exercise
Written assignments
Specific interview questions
Data Analysis and Explication
Researcher′s Experience and Frame of Understanding

Chapter Five: Results
Supportive Factors and the Interweaving of their Experience
Presentation of Data
Supportive factors
′Space′ and participatory process
Safe and welcoming atmosphere
Enduring aspects
The Theme of ′I′: Self-reflection and Personal Discovery
′I′ Descriptive Summary
Supportive Factors
Enduring aspects
Theme of ′Its′: Community-based Learning and Action
′Its′ Descriptive Summary
Hands-on learning
Final Assignment: Building a Backyard Permaculture Garden
Supportive Factors
Impacts and enduring aspects
Sustainable Action

Chapter Six: Discussion and Recommendations
Discussion of Principal Themes and Supportive Factors
Theme 1: Meaningful learning community—necessary for change
Theme 2: Self-reflection and personal discovery
Theme 3: Community-based learning and action
Supportive factors for meaningful community based learning and action
Enduring Impacts: Meaningful Learning, Transformation and Change
Meaningful learning and incremental change
Summary of effective and meaningful practice and recommendations for future practice
Heart: Individual and collective lnteriority
Hands: Community-based learning and action
Head: Systems theory
Conventional learning and changing practice

Chapter Seven: Conclusion

Appendix A
ES 470 Course Syllabus

Appendix B
Research Consent Form

Appendix C
Interview Guide