Quelle éducation pour quelle justice? In Qu’est-ce que bien vivre ? Penser le développement humain dans les lieux de travail, à partir de la philosophe Martha Nussbaum. Les nouvelles noces de l’homme et de la terre. Governing the commons: The evolution of institutions for collective action. Teaching and learning sustainability: An assessment of the curriculum content and structure of sustainability degree programs in higher education. Les sept savoirs nécessaires à l’éducation du futur. Journal of Transformative Education., 5(1), 76–91. Is higher education ready for transformative learning? A question explored in the study of sustainability. Ideology and utopia: An introduction to the sociology of knowledge. Education and resilience: Social and situated learning among university and secondary students. Earthmasters: The dawn of the age of climate engineering. Relational capability: A multidimensional approach. Giraud, G., Renouard, C., Lhuillier, H., de la Martiniere, R., & Sutter, C. Chataigner (Eds.), Un défi pour la planète: Les Objectifs de développement durable en débat. L’accès de tous à l’énergie est-il un objectif durable compatible avec l’accord de Paris sur le climat? In P. The entropy law and the economic process. Environmental ethics and behavioural change. PUF.įranks, B., Hanscomb, S., & Johnston, S. Journal of Economic Issues, 6(2/3), 87–95.įedereau, A. The role of formal education in environmental movements. Flight ways: Life and loss at the edge of extinction. New Directions for Adult and Continuing Education, 71, 25–32.ĭahan, A., & Aykut, S. Global Environmental Change, 21, 1005–1014.Ĭranton, P. Selling climate change? The limitation of social marketing as a strategy for climate change public engagement. Ethics, CSR, and sustainability education in the “financial times” top 50 global business schools: Baseline data and future research directions. Transformative learning for a sustainable future: An exploration of pedagogies for change at an alternative college. Picador.īlake, J., Sterling, S., & Goodson, I. Voices from Chernobyl: The oral history of a nuclear disaster. How can the Transition Campus contribute to generating a new way of relating to the world among those who feed unsustainable economic models and lifestyles? KeywordsĪlexievitch, S. This place is the Domaine de Forges, in Seine et Marne, 12 hectares made available to the project by the religious congregation to which the author belongs, convinced of the urgency of action in this area and open to the non-confessional dimension of the approach. Following on from institutions such as Schumacher College (Sterling et al., 2018), the Campus de la Transition (Transition Campus) was created in 2017 by a collective of teacher-researchers, students and professionals concerned with promoting high-level academic training in the service of the ecological and social transition, by giving all participants in this project the experience of ‘putting themselves in transition’, in a place that is itself in transition (from the point of view of the ecological renovation of the building, mobility issues, food, social inclusion, etc.). By the end of December, more than 28,000 students had signed this statement. In the autumn of 2018, a ‘student manifesto for an ecological awakening’ was circulated in France, written by students of the Grandes Ecoles, frustrated by the very inadequate nature of the measures taken in ecological matters, and eager to commit to the necessary transformations by paying with their own hands: “We, future workers, are ready to question our comfort zone so that society changes profoundly”.
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