Inquiry About and Being with the Natural World in Education for Sustainable Development
Sandra Austin
Log in download the full text in PDF
> Citation
> Similar
> References
> Add Comment
Abstract
Open peer commentary on the article “Constructivism, Fast Thinking, Heuristics and Sustainable Development” by Hugh Gash. Abstract: Understanding how best to educate for sustainability must be a priority in this time of environmental uncertainty. This commentary examines the role of inquiry-based learning in education for sustainability, and the importance of learning in relationship with a world that is lively and sentient.
Handling Editor: Alexander Riegler
Citation
Austin S. (2020) Inquiry about and being with the natural world in education for sustainable development. Constructivist Foundations 16(1): 024–026. https://constructivist.info/16/1/024
Export article citation data:
Plain Text ·
BibTex ·
EndNote ·
Reference Manager (RIS)
References
Boxley S., Clarke H., Witt S. & Dewey V. (2015) Talking with trolls: A creative and critical engagement with nature-naivety. In: Winograd K. (ed.) Critical literacies and young learners: Connecting classroom practice to the common core. Routledge, Oxford: 70–85.
▸︎ Google︎ Scholar
Clarke H. & Witt S. (2019) Exploration: Playing with Place – Responding to invitations. In: James A. & Nerantzi C. (eds.) The power of play in higher education. Springer, Basel, Switzerland: 93–103.
▸︎ Google︎ Scholar
DeWitt S. (2003) Multicultural democracy and inquiry pedagogy. Intercultural Education 14(3): 279–290.
▸︎ Google︎ Scholar
Grunsell A. (2007) Social justice. In: Holde C. & Hicks D. (eds.) Teaching the global dimension: Key principles and effective practice. Routledge, London: 82–91.
▸︎ Google︎ Scholar
Louv R. (2008) Last child in the woods: Saving our children from nature-deficit disorder. Atlantic Books, New York.
▸︎ Google︎ Scholar
Murdoch K. (2015) The power of inquiry: Teaching and learning with curiosity, creativity and purpose in the contemporary classroom. Seastar Education, Northcote (Australia).
▸︎ Google︎ Scholar
Selby D. (2017) Education for sustainable development, nature and vernacular learning. CEPS Journal 7(1): 9–27.
▸︎ Google︎ Scholar
Short K. (2009) Inquiry as a stance on curriculum. In: Davidson S. & Carber S. (eds.) Taking the PYP forward. John Catt Educational, Glasgow: 9–26.
▸︎ Google︎ Scholar
Taylor A. (2017) Beyond stewardship: Common world pedagogies for the anthropocene. Environmental Education Research 23(10): 1448–1461.
▸︎ Google︎ Scholar
Witt S. & Clarke H. (2020) Paying attention to a more-than-human world. Primary Geography 103: 12–13.
▸︎ Google︎ Scholar
Comments: 0
To stay informed about comments to this publication and post comments yourself, please log in first.
