BNELIT - Datenbank zu Bildung für nachhaltige Entwicklung: wissenschaftliche Literatur und Materialien

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Verfasser/-in:	Todesco, Tara
zus. bet. Pers.:	Taylor, Duncan M
Hauptsachtitel:	Integrative and transformative learning practices: engaging the whole person in educating for sustainability.
Erscheinungsort:	Victoria
Erscheinungsjahr:	2012
Hochschulschriftenvermerk:	M.A. University of Victoria 2012
Kurzinfo:	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 Abstract Table of Contents List of Figures Acknowledgments Chapter One: Introduction Significance 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 Timing Transferability Significance of the Research Researcher′s Perspective: Description of Terms Chapter Two: Description of Environmental Studies 470 Context Students Timeframe 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 Triangulation 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 Facilitation Enduring aspects The Theme of ′I′: Self-reflection and Personal Discovery ′I′ Descriptive Summary Self-acceptance Supportive Factors Enduring aspects Theme of ′Its′: Community-based Learning and Action ′Its′ Descriptive Summary Hands-on learning People 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 References Appendix A ES 470 Course Syllabus Appendix B Research Consent Form Appendix C Interview Guide