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Sustainability, learning and capability: exploring questions of balance


Reference:

Scott, W. A. H. and Gough, S. R., 2010. Sustainability, learning and capability: exploring questions of balance. Sustainability, 2 (12), pp. 3735-3746.

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    Official URL:

    http://dx.doi.org/10.3390/su2123735

    Abstract

    It is argued that sustainable development makes best sense as a social learning process that brings tangible and useful outcomes in terms of understanding and skills, and also reinforces the motivation and capability for further learning. Thus, there are always balances to be struck between a broad-based, wide-ranging education and a more specialist one; between a focus on ideas themselves, and on their application in social or economic contexts; and between keeping ideas separate, and integrating them. This paper will explore the nature of such balances, and the issues to bear in mind when striking them, focusing on schools, university and college contexts within the United Kingdom.

    Details

    Item Type Articles
    CreatorsScott, W. A. H.and Gough, S. R.
    DOI10.3390/su2123735
    Uncontrolled Keywordsinterdisciplinarity, esd, higher education, tvet, citizenship, further education, sustainability, learning, capability
    DepartmentsFaculty of Humanities & Social Sciences > Education
    Research CentresCentre for Research in Education and the Environment (CREE)
    Publisher StatementScott_Sustainability_2010_2_3735.pdf: © 2010 by the authors; licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution license (http://creativecommons.org/licenses/by/3.0/).
    RefereedYes
    StatusPublished
    ID Code21968

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