Balancing the whole: a dialogue around a frameworks-based education programme

Webster, Ken and Vare, Paul ORCID: 0000-0003-3182-9105 (2012) Balancing the whole: a dialogue around a frameworks-based education programme. In: Learning for Sustainability in Times of Accelerating Change. Wageningen Academic Publishers, Wageningen, NL, pp. 395-409. ISBN 978-90-8686-203-0

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Abstract

This chapter comprises a dialogue rather than a formal narrative. Ken Webster of the Ellen MacArthur Foundation (the Foundation) invites Paul Vare of the South West Learning for Sustainability Coalition to critique the Foundation’s education resources that introduce the concept of a ‘circular economy’, which is based on insights from natural systems. The dialogue introduces two complementary concepts of education for sustainable development (ESD); these are: ESD 1, representing learning that promotes the adoption of ‘positive’ behaviours and ESD 2 that builds learners’ capacity to think critically about (and beyond) expert knowledge. Vare suggests the Foundation’s approach is predominantly ESD 1 because it promotes the circular economy rather than encouraging students to think around, even against, the concept. He also highlights the importance of exploring the social implications of system re-­‐ design. In response Webster highlights the way that metaphor-­‐based frameworks dominate how we think and learn. This results in increasing self-­‐knowledge, critical insights into how others think and how frameworks are used to manipulate debate. This resonates with ESD 2 but is not yet prominent in the Foundation’s materials. In fact, resources emphasising the role of worldviews and mental frameworks are being prepared for the Foundation website.

Item Type: Book Section
Subjects: L Education > L Education (General)
Divisions: Schools and Research Institutes > School of Education & Humanities > Education
Research Priority Areas: Learning and Professional Contexts
Depositing User: Paul Vare
Date Deposited: 01 Oct 2019 15:10
Last Modified: 01 Oct 2019 15:15
URI: http://eprints.glos.ac.uk/id/eprint/7211

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