This study marks the end of the UN Decade of Education for Sustainable Development that coincides with the 10th anniversary of the Baltic and Black Sea Circle Consortium on Educational Research ...(BBCC), and aims to analyse the research output performance of BBCC members and other scholars published in the Journal of Teacher Education for Sustainability (JTEFS) during this last decade. Using the methodology of bibliometric study and literature review, the authors describe the main bibliographic indicators of JTEFS and provide a qualitative and quantitative analysis of the research paradigms and their developmental changes in the papers published by JTEFS (2005ñ2014). The results of the study show that in general the journal has evolved in line with the advanced trends in educational research, research in teacher education, research in sustainability education and sustainability studies in higher education. The analysis of published papers indicates both the progress and issues of research in teacher education for sustainability. The authors conclude with some visionary insights into the further development of JTEFS and this research field in general.
The Baltic and Black Sea Circle Consortium for educational research (BBCC) was established at the beginning of the Decade of Education for Sustainable Development (2005). BBCC has obtained its name ...in the Third International Conference
in the University of Vechta (Germany, 2005).
The paper will give insights into
of the establishment of the international network in: (1) the stage before the Decade (2000–2004) when the UNESCO/UNITWIN Chair from Toronto and team from Daugavpils University from Latvia were started to prepare participatory action research for the reorientation teacher education towards the aim of sustainable development and (2) the stage of the Decade (2005–2014) when the network and its development continued as an open network for participation. The structure of the network provides the international environment for cooperation and welcomes new participants.
The initiative of the network’s foundation was offered by the UNESCO/UNITWIN Chair in Toronto. For the coordination the BBCC actions and self-development the Institute of Sustainable Education (2003) was established in Daugavpils University (DU) and later UNESCO/UNITWIN Chair on Interplay of Tradition and Innovation in ESD were emerged at Daugavpils University (2013).
Action research experience was viewed in current article as a complex development process and at the same time as a complex system in which attention on the adaptation and evolution of cooperative relations will be emphasis. Metaphors approach and characterisation of frames of references for reorientation education towards sustainability will be examine in order to find the answers that allow realising reorienting of teacher education towards sustainable development. The analysis will be based on the topics which were discussed in annual BBCC conference
sections.
Conclusions will offer main assumptions from the most significant BBCC network lived experiences in teacher education which is the real heritage from ANO Decade and in future it will serve as the frame of reference for realization of UNESCO/UNITWIN Chair in DU and BBCC actions in education and educational research for sustainable development in action.
Sustainability is becoming an integral part of vocational schools since schools are called to respond to the environmental crises and unsustainability issues in the community as well as to an ...unsustainable economic development. Vocational schools have to play a significant role is re-orienting students’ frames of reference towards sustainability for a well-being of the Earth.
The aim of the article is to explore teachers’ views on their gains of integrating sustainability and the use of sustainability pedagogies as a result of participation in three years long international project. The article reflects on teachers’ efforts of reorienting the curriculum of a vocational school towards sustainability within the framework of the international Erasmus+ project
(MetESD), led by Vechta University.
The article aims at considering the characteristics of the Anthropocene era from a broader perspective and emhasizing the possibilities of pedagogy to reduce the current unsustain-ability of higher ...education. The relationships between human and nature are affected by the wicked problems. In particular, they are influenced by intermingling of anthropocentrism, egocentrism and egoism, which affect these relationships by causing changes in the human being, i.e., changes in sensitivity and sensibility occur that are naturally necessary for human adaptation to the environment.
For the case study, we have used the processes taking place at the phenomenon level, which are known as the first-person perspective (1PP) characterized by an active and dynamic connection with the environment. It should be noted that 1PP cannot be observed from a distance, as there are a number of interrelated processes that begin with the effects of the environment, the formation of the “self” and the formation of the self-image. It follows that complex consciousness in the 1PP is implemented within an egocentric reference system, where experience is structured according to the image of the human body. The article will present the findings of 1PP study obtained by performing two tasks: (1) development of a personally significant view of a 1PP researcher on the phenomenon of sustainability from an egocentric perspective and (2) involvement of the 1PP researcher in adaptive learning suitable for pandemic conditions. We would like to stress that the case study has been developed as our reaction to the intensification of
, which has been initiated and maintained by the
. From the pedagogical perspective, we looked for an opportunity to use the basis of the natural origin of human and nature relations to maintain more integrated activities and more personal knowledge, so that the development of more sustainable higher education could be promoted by means of personal experience. Through the pedagogical lenses of phenomenology, we identified the need to reduce the impact of the Anthropocene tangle through the use of more natural methods. We also recognized the need to use the 1PP and adaptive learning opportunities more carefully. In this way, pedagogy can gain new experiences for a more holistic understanding of individual experience and enhance the use of the unique abilities of adaptive learning to prototype more personal knowledge in order to build more sustainable higher education.
The False Self From the Pedagogical Perspective Salīte, Ilga; Briede, Liene; Drelinga, Elga ...
Journal of Teacher Education for Sustainability,
12/2021, Volume:
23, Issue:
2
Journal Article
Peer reviewed
Open access
The article continues a broader theme of long-term action research aimed at reorienting education towards sustainability. The study uses a broader, more holistic research perspective, which takes ...into account the quality of the current relationship between nature and humanity, which is related to the formation of relations in the Anthropocene age and their consequences. The effects of the era put the pressure on the development of individuals’ self-processes, promoting unsustainability in education and other areas, and posing serious challenges to the use of the social communication and technology intensive environment.
The case study is devoted to the examination of the phenomenon of the
. For the study of the false self, we have used an acceptable approach to action research when it can be used
. Therefore, we have used the experience of the researchers and the special emphasis from the historical experience of the false self theory as a broader
structure for recognizing the phenomenon under study. We have used the structure of youth experience, where action research serves as a
to identify the life experience of young people. This way, the study attempts to combine the two application opportunities of the action research. These are two types of experience gained in different ways, with different structures and where it is possible to combine these structures by integrating or synthesizing them in a way that allows identifying the prospective development of these relationships, leading to a more natural path to more sustainable development.
The case study is designed in such a way as to create a broader insight into the nature of the false self based on the research experience of the authors and their views on the choice of pedagogical solutions that can change the relationship between humanity and nature and improve the viability of both parties. A historically significant explanation of the
phenomenon of the false self is used, as well as an explanation of the respective method of
proposed by Goethe. The issue of ontological succession is critical in the implementation of educational programs of the Anthropocene age, as the question of the ecological evolutionary basis of the human species is reduced. The current wicked problems of the Anthropocene age are based on the foundation that does not take into account the universal experience of humanity inherent in non-contextual and undifferentiated identities, the importance of which is sometimes underestimated by users of both critical and integral thinking theory.
The discussion section and conclusions suggest using the life experience, restoring ontological succession and studying the non-conceptual perception in contemporary conditions. Proposals are made to seek approaches to transforming Anthropocene thinking and to reduce the problems of the age in education and social behavior in order to revive the issue of the choice and implementation of living approach models in the educational practice through the natural development of human abilities.
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