Human Ecology Studies and Higher Education for Sustainable Development

European Experiences and Examples
 
 
oekom verlag
  • 1. Auflage
  • |
  • erschienen am 4. Mai 2016
  • |
  • 168 Seiten
 
E-Book | PDF ohne DRM | Systemvoraussetzungen
978-3-96006-142-7 (ISBN)
 
Higher Education for Sustainable Development (HESD) and Human Ecology (HE) Studies both focus on the interrelationships between people and the environment. Both approaches represent innovative academic cultures that aim at qualifying future professionals and decision-makers. Nevertheless, potential synergies between HESD and HE Studies have not yet been explored.

Examples of curriculum development at European universities illustrate the barriers, the progress, and the innovative potential of HE Studies and of HESD, while the presentation of student initiatives for sustainable development in higher education testifies the political commitment of today's students.

The objective of this compilation is to stimulate European exchange and cooperation. One of the major insights is that the joining of forces between HE Studies and HESD is overdue. Sharing the same aims, the two approaches could complement each other and provide valuable experiences for more sustainability in higher education policies - against the backdrop of the UN-Decade of Education for Sustainable Development (2005 -2014) and the post-2015 agenda.
  • Deutsch
  • München
  • |
  • Deutschland
  • 1,92 MB
978-3-96006-142-7 (9783960061427)
3960061420 (3960061420)
weitere Ausgaben werden ermittelt
Angela Franz-Balsen is an independent expert on (Higher) Education for Sustainable Development. Her research interests are professional development and gender & diversity competence in sustainability communication/education. Since 1994 she has been member of the German Society of Human Ecology (DGH) and is currently responsible for communication matters.

Lenelis Kruse is professor of psychology with a special focus on environmental and sustainability psychology. Associated with the FernUniversität in Hagen (distance-teaching university) until 2007, she is still teaching as honorary professor at the University of Heidelberg. As one of the founding members of the DGH, she is currently serving as member of the Scientific Advisory Board.
1 - Human Ecology Studies and Higher Education for Sustainable Development [Seite 1]
2 - Contents [Seite 7]
3 - Preface: The German Society for Human Ecology (DGH) - Bernhard Glaeser [Seite 9]
4 - Higher Education for Sustainable Development and Human Ecology in the European Higher Education Area - missed chances and current challenges - Angela Franz-Balsen, Lenelis Kruse [Seite 11]
4.1 - Introduction [Seite 11]
4.2 - Human Ecology: Historical background and state of art [Seite 13]
4.2.1 - Human Ecology in Europe [Seite 15]
4.2.2 - Higher Education for Sustainable Development [Seite 16]
4.2.3 - Human Ecology and HESD - parallels and intersections [Seite 17]
4.2.4 - Sommerhausen 2007: Aims, contributions and outcomes of the conference [Seite 18]
4.3 - The Contributions [Seite 19]
4.4 - Further Challenges [Seite 21]
4.5 - References [Seite 22]
5 - Times of change - new paradigms, new academic cultures [Seite 25]
5.1 - Education for sustainable development: from reduction to integration - Rietje van Dam-Mieras [Seite 27]
5.1.1 - Introduction [Seite 28]
5.1.2 - Culture, knowledge and the industrialised society [Seite 28]
5.1.2.1 - Western 'knowledge practices' [Seite 29]
5.1.3 - Changing paradigms and working methodology [Seite 31]
5.1.4 - Education for sustainable development [Seite 33]
5.1.5 - The ALFA project [Seite 35]
5.1.6 - RCE Rhine-Meuse [Seite 37]
5.1.6.1 - The RCE Rhine-Meuse organisational structure [Seite 39]
5.1.7 - Some reflections on education for sustainable development in Europe [Seite 40]
5.1.8 - References [Seite 40]
5.2 - At the bottom lines - student initiatives for sustainable development in higher education - Mandy Singer-Brodowski, Hannes Bever [Seite 42]
5.2.1 - Acquiring key-competencies via self-organization [Seite 42]
5.2.2 - Grasping ESD - a course at the University of Erfurt [Seite 45]
5.2.3 - Initiatives for SD at German-speaking universities - a survey [Seite 48]
5.2.4 - Slumbering potential - Collaboration across borderlines [Seite 51]
5.2.5 - Conclusions and demands [Seite 52]
5.2.6 - Acknowledgements [Seite 53]
5.2.7 - References [Seite 53]
6 - Progress, barriers and innovative potential. Examples of curriculum development from European universities [Seite 57]
6.1 - Leuphana University Lüneburg and the sustainability challenge: a review and a preview - Maik Adomßent, Gerd Michelsen [Seite 59]
6.1.1 - Introduction [Seite 60]
6.1.2 - Review: setting the course [Seite 61]
6.1.3 - Cornerstones of the "Agenda 21 and the University of Lüneburg" project [Seite 63]
6.1.3.1 - Eco-audit and certification [Seite 63]
6.1.3.2 - Optimising the university's energy balance [Seite 64]
6.1.3.3 - Sustainability: a new course of study [Seite 65]
6.1.3.4 - Shaping the university life-world [Seite 66]
6.1.3.5 - Information, publicity and transfer [Seite 67]
6.1.3.6 - Sustainability and art [Seite 67]
6.1.3.7 - Continuity [Seite 68]
6.1.4 - Milestones of the follow-up project "Sustainable University" [Seite 68]
6.1.4.1 - Sustainability in teaching [Seite 69]
6.1.4.2 - Improving the university's sustainability record: Sustainability Reporting [Seite 71]
6.1.4.3 - Careful use of resources: energy saving campaign [Seite 74]
6.1.4.4 - Experiencing and shaping sustainability in the university life-world: "Campus Global" as an informal learning context [Seite 79]
6.1.4.5 - Communication, participation and knowledge transfer [Seite 80]
6.1.5 - Conclusions: Introducing and organising change [Seite 82]
6.1.6 - International networking and European perspectives [Seite 83]
6.1.6.1 - Overview of important networks [Seite 83]
6.1.6.2 - Promising Policies [Seite 85]
6.1.7 - References [Seite 86]
6.2 - Human Ecology at the University of Gothenburg: experiences in undergraduate teaching - Karl Bruckmeier, Merritt Polk [Seite 89]
6.2.1 - Brief history of Human Ecology teaching at the University of Gothenburg [Seite 90]
6.2.1.1 - The subject and the curriculum: founding vision and paradigm of Human Ecology [Seite 90]
6.2.1.2 - Interdisciplinary knowledge practice - critical normativity and knowledge integration [Seite 92]
6.2.1.3 - Early challenges in developing an interdisciplinary curriculum [Seite 94]
6.2.2 - Course development in Human Ecology at the University of Gothenburg [Seite 95]
6.2.2.1 - The history of the courses [Seite 96]
6.2.2.2 - The Human Ecology curriculum from 1992-2006 [Seite 97]
6.2.2.3 - The Human Ecology curriculum 2007 [Seite 100]
6.2.3 - Discussion: The wider context of curriculum development in Human Ecology [Seite 104]
6.2.4 - References [Seite 108]
6.2.5 - Appendix 1: Human Ecology Course Structure in the 1990's [Seite 109]
6.2.6 - Appendix 2: 2007 Course Structure in Human Ecology [Seite 111]
6.3 - Let's shape the future! The success story of the Master's Degree in Sustainable Development at the University of Basel, Switzerland - Camelia Chebbi, Patricia Burkhardt-Holm [Seite 115]
6.3.1 - Introduction [Seite 116]
6.3.1.1 - Historical setting [Seite 116]
6.3.1.2 - Historical background and development of the Master's Degree in Sustainable Development MSD [Seite 117]
6.3.2 - Objectives, enrolment and structure of the MSD [Seite 118]
6.3.2.1 - Aims [Seite 118]
6.3.2.2 - Admission procedure and requirements [Seite 121]
6.3.2.3 - MSD curriculum [Seite 121]
6.3.3 - Lessons learned [Seite 125]
6.3.3.1 - A successful and promising start [Seite 125]
6.3.3.2 - Collaborations [Seite 126]
6.3.3.3 - Chances from curriculum [Seite 127]
6.3.3.4 - The coordination office [Seite 128]
6.3.4 - Conclusions [Seite 128]
6.3.5 - References [Seite 129]
6.4 - Intertwining Sustainable Development in engineering courses: a manual for the "Individual Interactive Approach" - Dirk Jan Peet, Arianne Bijma, Karel Mulder [Seite 130]
6.4.1 - Introduction [Seite 131]
6.4.2 - Background [Seite 131]
6.4.3 - Approach [Seite 134]
6.4.3.1 - The interviewer [Seite 135]
6.4.4 - The method step by step [Seite 135]
6.4.4.1 - Step 1 Introducing the procedure to the head of department/program [Seite 135]
6.4.4.2 - Step 2 Project announcement to all lecturers [Seite 136]
6.4.4.3 - Step 3 Exploration of the discipline [Seite 136]
6.4.4.4 - Step 4 Approaching lecturers [Seite 137]
6.4.4.5 - Step 5 Interviews with lecturers [Seite 137]
6.4.4.6 - Step 6a Reviewing of interview reports by lecturers [Seite 141]
6.4.4.7 - Step 6b Workshop with lecturers [Seite 142]
6.4.4.8 - Step 7 Report with conclusions and recommendations [Seite 142]
6.4.5 - Conclusions [Seite 142]
6.4.6 - References [Seite 143]
6.5 - Human ecology in higher education in Poland - Anna Siniarska-Wolanska [Seite 145]
6.5.1 - Einleitung: "Ökologie des Menschen" in Polen [Seite 146]
6.5.2 - Verortung des polnischen Ansatzes im weltweiten Vergleich [Seite 147]
6.5.3 - Implementation und Pioniere der polnischen Humanökologie [Seite 147]
6.5.3.1 - Umweltmedizin: Die "Arbeitsgemeinschaft für Ökologie des Kindes" [Seite 147]
6.5.3.2 - Brückenschlag zur Paläopathologie [Seite 148]
6.5.3.3 - Integration in die Ökologie [Seite 148]
6.5.3.4 - Populationsökologie innerhalb der Anthropologie [Seite 149]
6.5.3.5 - Sportakademien [Seite 149]
6.5.3.6 - Studiengang Umweltschutz an der Universität Warschau [Seite 150]
6.5.4 - Best practice heute [Seite 152]
6.5.5 - Fazit und Perspektiven [Seite 152]
6.5.6 - Literatur/ References [Seite 153]
7 - Conclusions [Seite 155]
7.1 - Human Ecology Studies and Higher Education for Sustainable Development - key issues and European perspectives - Angela Franz-Balsen, Lenelis Kruse [Seite 156]
7.1.1 - Looking back [Seite 156]
7.1.1.1 - From competition to cooperation [Seite 157]
7.1.1.2 - About education, learning and lifelong learning [Seite 159]
7.1.1.3 - From minority to majority - strategic considerations and European perspectives [Seite 160]
7.1.2 - References [Seite 163]
8 - Authors [Seite 165]

Dateiformat: PDF
Kopierschutz: ohne DRM (Digital Rights Management)

Systemvoraussetzungen:

Computer (Windows; MacOS X; Linux): Verwenden Sie zum Lesen die kostenlose Software Adobe Reader, Adobe Digital Editions oder einen anderen PDF-Viewer Ihrer Wahl (siehe E-Book Hilfe).

Tablet/Smartphone (Android; iOS): Installieren Sie die kostenlose App Adobe Digital Editions oder eine andere Lese-App für E-Books (siehe E-Book Hilfe).

E-Book-Reader: Bookeen, Kobo, Pocketbook, Sony, Tolino u.v.a.m. (nur bedingt: Kindle)

Das Dateiformat PDF zeigt auf jeder Hardware eine Buchseite stets identisch an. Daher ist eine PDF auch für ein komplexes Layout geeignet, wie es bei Lehr- und Fachbüchern verwendet wird (Bilder, Tabellen, Spalten, Fußnoten). Bei kleinen Displays von E-Readern oder Smartphones sind PDF leider eher nervig, weil zu viel Scrollen notwendig ist. Ein Kopierschutz bzw. Digital Rights Management wird bei diesem E-Book nicht eingesetzt.

Weitere Informationen finden Sie in unserer E-Book Hilfe.

Inhaltsverzeichnis (1) (PDF)
Inhaltsverzeichnis (2) (PDF)
Vorwort (PDF)
Inhalt (PDF)

Download (sofort verfügbar)

23,99 €
inkl. 19% MwSt.
Download / Einzel-Lizenz
PDF ohne DRM
siehe Systemvoraussetzungen
E-Book bestellen

Unsere Web-Seiten verwenden Cookies. Mit der Nutzung des WebShops erklären Sie sich damit einverstanden. Mehr Informationen finden Sie in unserem Datenschutzhinweis. Ok