Transformative education for regeneration and wellbeing a critical systemic approach to support multispecies relationships and pathways to sustainable environments / [electronic resource] :
- 其他作者：
- 其他題名：
- Contemporary systems thinking.
- 出版： Singapore : Springer Nature Singapore :Imprint: Springer
- 叢書名： Contemporary systems thinking
- 主題： Environmental ethics--Study and teaching. , Sustainable development--Moral and ethical aspects--Study and teaching. , Nature--Effect of human beings on--Study and teaching. , Development Studies. , Public Policy. , International Relations. , Political Science. , Regional and Spatial Economics.
- ISBN： 9789811932588 (electronic bk.) 、 9789811932571 (paper)
-
FIND@SFXID:
CGU
- 資料類型: 電子書
- 內容註: Summary: Transformative education for re-generation McIntyre-Mills -- Part 1. Education Thinking and Practice -- 1. Regenerative education: habitats for diverse species (McIntyre-Mills, J. J.) -- 2. Fluid, organic thinking and relationality: implications for education and international relations (McIntyre-Mills, J. J.) -- 3. Nurdles and food security education for wellbeing: implications for Pan-African Social and Environmental Justice (McIntyre-Mills, J. J.) -- 4. Vignette on Ocean View Organic Farm (Swanepoel, S.) -- 5. Collective action for re-generation of the web of life in the face of disruptive injustice (Akena Adyanga, F and Romm NRA) -- Part 2. Extending the 'frontiers of justice' -- 6. Learning from nature's classroom: reframing economics, accounting and accountability (McIntyre-Mills, J. Wirawan, R. and Widianingsih, I.) -- 7. Transformative Education: Employing the balanced scorecard to achieve re-generative development (Algraini, S.) -- 8. Education and gender mainstreaming in a patriarchal setting: What Really Matters (Aktar, S.M. and Rahman, M.) -- 9. Gender roles in Vietnam: A metalogue on the traditional and the new and suggestions for transformation (Nguyen, H. McIntyre-Mills J and Corcoran-Nantes, Y.) -- 10. Dis-Ability, differently abled and sentient beings: transformative re-generation: The need for public education on vulnerability and interbeing (McIntyre-Mills, J.J.) -- 11. Public education on the rights of sentient beings to a life free of suffering (McIntyre-Mills, J J.) -- 12. Assault on situational complexity in the arena of education: the potential of dialogical design: an application to the needs of the hard of hearing (Christakis, A.N. & Diedrich, J.) -- 13. Online learning and the pedagogy of resilience, agency and protest: The COVID-19 experience (Mabunda, P. and McKay, V.) -- 14. Rethinking teacher education practicum for transformative and re-generative university-community partnerships (Mabunda, P.) -- 15. Transformative Exhibi
- 摘要註: The edited volume advocates for teaching systemic ethics as a form of life-long learning within nature's classroom to support social and environmental justice. This book also explains critical systemic thinking as both an individual and a collective responsibility through many ways of knowing spanning the arts and sciences to inspire creativity. This volume contributes to theory and practice by making suggestions as to how to re-frame the content, structure and process of education for transformation. This volume makes a case for a more relational understanding of human beings and other species. This volume also explores a more integrated curriculum where learners are given the opportunity to explore many ways of knowing and learning to earn, learn and grow a future through circular economies, co-operatives and learning communities. This book highlights how the models of sustainable development focus on education for wellbeing in line with the UNESCO approach outlined in 2021 that emphasizes the systemic nature of education rooted in protecting the environment and supported by the participation of active global citizens. This volume demonstrates transformation of our thinking and practice is overdue and calls for changing the narrative through our standing together and redesigning systems of education to prioritize a more holistic worldview that embraces the planet and living systems. The focus of this volume is on values, perspectives and ways to make a difference through addressing a range of practical concerns, such as: food, energy and water security. Ontologically the editors' perspective is shaped by recognising kinship with nature, as expressed by Indigenous custodians. Epistemologically the editors and contributors to this volume explore ways to enhance education based on working across cultures and disciplines using a cross cultural approach and mixed methodology. Axiologically the editors support the notion of transformative research that promotes balan
-
讀者標籤：
- 系統號： 005518129 | 機讀編目格式
館藏資訊
The edited volume advocates for teaching systemic ethics as a form of life-long learning within nature’s classroom to support social and environmental justice. This book also explains critical systemic thinking as both an individual and a collective responsibility through many ways of knowing spanning the arts and sciences to inspire creativity. This volume contributes to theory and practice by making suggestions as to how to re-frame the content, structure and process of education for transformation. This volume makes a case for a more relational understanding of human beings and other species. This volume also explores a more integrated curriculum where learners are given the opportunity to explore many ways of knowing and learning to earn, learn and grow a future through circular economies, co-operatives and learning communities. This book highlights how the models of sustainable development focus on education for wellbeing in line with the UNESCO approach outlined in 2021 that emphasizes the systemic nature of education rooted in protecting the environment and supported by the participation of active global citizens. This volume demonstrates transformation of our thinking and practice is overdue and calls for changing the narrative through our standing together and redesigning systems of education to prioritize a more holistic worldview that embraces the planet and living systems. The focus of this volume is on values, perspectives and ways to make a difference through addressing a range of practical concerns, such as: food, energy and water security. Ontologically the editors' perspective is shaped by recognising kinship with nature, as expressed by Indigenous custodians. Epistemologically the editors and contributors to this volume explore ways to enhance education based on working across cultures and disciplines using a cross cultural approach and mixed methodology. Axiologically the editors support the notion of transformative research that promotes balancing non-anthropocentrism with an approach that draws on Indigenous wisdom whilst addressing patriarchal notions through gender mainstreaming.