Scott, William,  1946- <br/><br/>
Key issues in sustainable development and learning :  a critical review / 
edited by William Scott and Stephen Gough ; with a foreword by Sir Neil Chalmers. 
 - xiv, 274 pages :  illustrations ;  24 cm. 
<br/><br/>Includes bibliographical references (p. [255]-267) and index. 
<br/><br/>Introduction                                                          1<br/>1   Framing the issues: complexity, uncertainty, risk<br/>and necessity                                                     4<br/>Reading 1.1  Divided we stand: redefining politics, technology and<br/>social choice                                        4<br/>M. SCHWARZ AND M. THOMPSON<br/>Reading 1.2  Risk society: towards a new modernity               10<br/>U. BECK<br/>Vignette 1.1  Complicating theory with life ...                  17<br/>M. REDCLIFT<br/>Vignette 1.2  Environment constructed: perspectives from the south  19<br/>L. LE GRANGE<br/>2   The policy context                                              22<br/>Reading 2.1  Agenda 21: chapter 36                               22<br/>UNITED NATIONS<br/>Reading 2.2  Lifelong learning for all                           30<br/>ORGANISATION FOR ECONOMIC CO-OPERATION<br/>AND DEVELOPMENT<br/>Vignette 2.1  Education for sustainability                       33<br/>T. O'RIORDAN<br/>Vignette 2.2  Lifelong learning                                  38<br/>J. FIEN AND G. LOPEZ OSPINA<br/>3   Language and meaning                                            41<br/>Reading 3.1  Who drew the sky? Conflicting assumptions in<br/>environmental education                             41<br/>A.W.G. STABLES<br/>Reading 3.2  Environment and development: the story of a<br/>dangerous liaison                                   44<br/>W. SACHS<br/>Vignette 3.1  Ecology, education and modernity: nature as a<br/>self-regulating machine                             50<br/>M. PETERS<br/>Vignette 3.2  The contact zone. Whose nature? Whose sustainability?  52<br/>R. SOETAERT AND A. MOTTART<br/>4   Lifelong learning: making the linkages                           57<br/>Reading 4.1  The curriculum experiment: meeting the challenge of<br/>social change                                        57<br/>J. ELLIOTT<br/>Reading 4.2  Organizational learning II: theory, method and practice  63<br/>C. ARGYRIS AND D.A. SCHON<br/>Vignette 4.1  The learning of ecology, or the ecology of learning?  68<br/>S. STERLING<br/>Vignette 4.2  Lifelong learning: making the linkages              71<br/>M. STRAIN<br/>5   Humans and nature: tensions and interdependence                  74<br/>Reading 5.1  Deep ecology: living as if nature mattered          74<br/>B. DEVALL AND G. SESSIONS<br/>Reading 5.2  The Chicago gangster theory of life: nature's debt<br/>to society                                           78<br/>A. ROSS<br/>Vignette 5.1  Ecologism: key to spiritual richness, or lever of<br/>oppression?                                          86<br/>R.D. NORTH<br/>Vignette 5.2  Humans and Nature: tensions and interdependence    89<br/>T.W. LUKE<br/>6   Theory and practice: ideology and philosophy                     93<br/>Reading 6.1  Education for the environment: critical curriculum<br/>theorising and environmental education               93<br/>J, FIEN<br/>Reading 6.2  Curriculum development and sustainable development:<br/>practices, institutions and literacies              100<br/>S.R. GOUGH AND W.A.H. SCOTT<br/>Vignette 6.1  Framing change as a dialectic: direction only matters<br/>if you know where you want to go                    108<br/>P. HART<br/>Vignette 6.2  Sustainability and the implicit curriculum         111<br/>J. FOSTER<br/>7   Management of learning: issues in curriculum design             113<br/>Reading 7.1  The curriculum of the future: from the 'new sociology<br/>of education' to a critical theory of learning      113<br/>M.D.F. YOUNG<br/>Reading 7.2  Complexity in environmental education              120<br/>E. GONZALES-GAUDIANO<br/>Vignette 7.1  Sustaining democracy and uncertainty in the learning<br/>society                                             127<br/>J. QUICKE<br/>Vignette 7.2  Managing learning in the real world                130<br/>.. SMYTH<br/>8   Curriculum and pedagogy                                        133<br/>Reading 8.1  Why I don't want my children educated for sustainable<br/>development                                        133<br/>B. JICKLING<br/>Reading 8.2  Evolving towards education for sustainable development:<br/>an international perspective                       137<br/>C. HOPKINS, J. DAMLAMIAN AND G. LOPEZ OSPINA<br/>Vignette 8.1  Sustainable development in education: consensus as an<br/>ethical issue                                      145<br/>L. SAUVE<br/>Vignette 8.2  Lifespan learning for sustainable education       147<br/>J.E. HEIMLICH<br/>Vignette 8.3  Education for sustainability: a regulative idea and<br/>trigger for innovation                             149<br/>F. RAUCH<br/>9   Measuring learning: aspects of assessment                      152<br/>Reading 9.1  Changing learner behavior through environmental<br/>education                                          152<br/>H. HUNGERFORD AND T. VOLK<br/>Reading 9.2  Alternative perspectives in environmental education<br/>research: paradigm of critical reflective inquiry  156<br/>P. HART<br/>Vignette 9.1  Life's rich tapestry                              161<br/>A. REID<br/>Vignette 9.2  Assessing action competence?                      164<br/>B. BRUUN JENSEN AND K. SCHNACK<br/>10 Measuring effectiveness: monitoring and evaluation              167<br/>Reading 10.1 Evaluating environmental education                 167<br/>H. STOKKING, L, VAN AERT, W. MEIJBERG<br/>AND A. KASKENS<br/>Reading 10.2 Education and conservation: an evaluation of the<br/>contributions of education programmes to conservation<br/>within the WWF network                             171<br/>WORLD WILDLIFE FUND<br/>Vignette 10.1 Learning about learning                           176<br/>J. BRAUS<br/>Vignette 10.2 Evaluating environmental education: the meaning of<br/>standardisation and the language of instrumentalism  179<br/>A.E.J. WALS<br/>11 Building capacity: developing agency                            182<br/>Reading 11.1 Our common future                                  182<br/>WORLD COMMISSION ON ENVIRONMENT AND<br/>DEVELOPMENT<br/>Reading 11.2 Inquiry and change: the troubled attempt to understand<br/>and shape society                                  193<br/>C.E. LINDBLOM<br/>Vignette 11.1 Challenging formulaic approaches to environmental<br/>thinking                                           200<br/>C.A. BOWERS<br/>Vignette 11.2 Building capacity, developing agency: women don't<br/>play xylophones                                    202<br/>B. GOLDER<br/>Vignette 11.3 Developing agency - building capacity             205<br/>M. SINGH<br/>12 Economic behaviour: value and values                            208<br/>Reading 12.1 Coevolutionary agricultural development            208<br/>R.B. NORGAARD<br/>Reading 12.2 Founders in environmental education                215<br/>A. GREENALL GOUGH<br/>Vignette 12.1 Frameworks and metaphors for sustainability: the tensions<br/>between cultural change and educational practice   219<br/>H. HASTE<br/>Vignette 12.2 Economic behaviour: value and values              222<br/>A. DOBSON<br/>13 Globalization and fragmentation: science and self               225<br/>Reading 13.1 Capitalism and social progress: the future of society in<br/>a global economy                                   225<br/>P. BROWN AND H. LAUDER<br/>Reading 13.2 Educating beyond violent futures                   232<br/>F. HUTCHINSON<br/>Vignette 13.1 Living in a material world                        236<br/>N. GOUGH<br/>Vignette 13.2 Collective knowledge and the creative imagination in<br/>a globalised world                                 240<br/>D.E. CLOVER<br/>14 What happens next?                                              243<br/>Reading 14.1 Johannesburg Summit 2002: key commitments, targets<br/>and timetables from the Johannesburg Plan of<br/>Implementation                                     243<br/>UNITED NATIONS<br/>Reading 14.2 Sustaining the poor's development                  249<br/>THE ECONOMIST<br/><br/><br/> 
<br/><br/> The Primer and this accompanying Book of Readings will explore the role of lifelong learning in sustainable development. They can be used individually or in groups, and will share a common structure so that they can be used in tandem. The Primer will contextualize and provide a comprehensive overview of the developing key issues in the field. Following the same structure as the Primer, the Book of Readings will deepen and broaden readers' understandings of the issues by a selection of seminal writings and invited contemporary commentaries from key authors in the field.<br/><br/> 
<br/><br/><label>ISBN: </label>0415276500 (pbk.) 0415276497 9780415276504 
<br/><br/><label>LCCN: </label>2003050014 
<br/><br/><label>Nat. Bib. No.: </label>GBA4-4971 
<br/><br/><label>Subjects--Topical Terms: </label><br/>Sustainable development.<br/>Sustainable development--Study and teaching.
<br/><br/><label>LC Class. No.: </label>HC79.E5  / S35 2004 
<br/><br/><label>Dewey Class. No.: </label>338.927