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Exploring education for sustainable development: Its theory and practice in Philippine higher education institutions.

机译：探索教育促进可持续发展：菲律宾高等教育机构的理论和实践。

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摘要

The intent of this research inquiry is to explore tertiary teachers' understandings of the theory and practice of education for sustainable development. The literature on sustainable development presents its ambiguities and contradictions. Through conversations with thirteen research participants from two higher education institutions in Southern Philippines, the question, "What is education for sustainable development?" was interpreted hermeneutically in the light of teachers' lived realities and experiences. A qualitative research approach and principles from Gadamer's philosophical hermeneutics guided the inquiry. The implementation of education for sustainable development in the two institutions was investigated through interviews, participant observations and document analysis.; Through conversations, the teachers' interpretations of sustainable development and education for sustainable development expanded into wider circles of understanding. The texts are organized into broader categories or themes. Data presentation is individually and thematically-based. Reflections follow each presentation of data. The implementation of education for sustainable development in the two institutions is described and interpreted in terms of their vision-mission, activities, community linkages and pedagogical and research strategies. The process of triangulation responds to the criteria of trustworthiness and credibility of the data.; Several contradictions and dilemmas were revealed in the conversations. These involved: (a) a contradiction between personal and public responsibility of caring for the environment; (b) a contradiction between the concept of sustainable development as environment and development and as environment versus development; (c) a local/global dilemma; and (d) a dilemma in the integration of environmental education amidst the need for reforms in education. Reflections on the conversations with the participants disclosed a desire for change in education in terms of goals, curricular structure and pedagogy. The significance of human agency as highlighted in the teachers' tales of empowerment and the research process itself present possibilities to make the practice of education for sustainable development an alive and dynamic experience in their personal and professional lives. The hermeneutic process led to the participants' understanding of themselves as ESD educators. The inquiry also offers possibilities for the two institutions and national environmental and educational agencies for a more effective implementation of education for sustainable development in both formal and nonformal contexts by bringing the voices of implementors in the process of policy-making and leadership. Leaving the conversations open brings an invitation to interested scholars or organizations in both North and South countries to join in this ongoing process of interpretation and dialogue. Reflections on the subject and the process of inquiry situate education for sustainable development as the hope for the earth and for life.
机译：这项研究探究的目的是探索高等教师对可持续发展教育理论和实践的理解。关于可持续发展的文献提出了歧义和矛盾。通过与菲律宾南部两个高等教育机构的13名研究参与者的交谈，提出了“什么是可持续发展教育”这个问题。是根据教师的现实生活和经验进行诠释的。伽达默尔哲学诠释学的定性研究方法和原理指导了这一研究。通过访谈，参与者观察和文件分析调查了这两个机构中可持续发展教育的实施情况。通过对话，教师对可持续发展的理解和对可持续发展的教育扩展到更广泛的理解圈。这些文本分为更广泛的类别或主题。数据表示是基于主题的。每次数据呈现后都会进行反思。从两个机构的愿景使命，活动，社区联系以及教学和研究策略方面描述和解释了这两个机构中可持续发展教育的实施。三角剖分的过程符合数据的可信度和可信度标准。谈话中暴露出一些矛盾和困境。其中包括：（a）个人和公众对环境保护的责任之间的矛盾； （b）可持续发展的概念是环境与发展以及环境与发展之间的矛盾； （c）局部/全局困境； （d）在需要进行教育改革的同时，环境教育一体化陷入了困境。在与参与者对话的反思中，我们表达了对改变目标，课程结构和教学法的渴望。正如教师在赋予权力的故事中所强调的那样，人类代理的重要性和研究过程本身为使可持续发展教育实践成为他们个人和职业生活中的生动活泼体验提供了可能性。解释过程导致参与者对自己作为ESD教育者的理解。该调查还为两个机构以及国家环境和教育机构提供了可能性，可以通过在决策和领导过程中引入实施者的声音，从而在正式和非正式场合更有效地实施可持续发展教育。保持对话畅通无阻，这吸引了南北国家感兴趣的学者或组织加入这一正在进行的解释和对话过程。对这一主题和探究过程的思考使教育促进可持续发展成为对地球和生命的希望。

著录项

  • 作者

    Bernardino, Caridad S.;

  • 作者单位

    University of Alberta (Canada).;

  • 授予单位 University of Alberta (Canada).;
  • 学科 Education Higher.; Education Philosophy of.; Education Social Sciences.
  • 学位 Ph.D.
  • 年度 2000
  • 页码 463 p.
  • 总页数 463
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 高等教育;教育;社会科学教育与普及;
  • 关键词

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