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World Trends in Education for Sustainable Development

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Walter Leal Filho

It is widely acknowledged that sustainable development is a long-term goal, which both individuals and institutions (and countries!) need to pursue. This important theme is characterized by an intrinsic complexity, since it encompasses ecological or environmental considerations on the one hand, and economic matters, social influences and political frameworks on the other. This makes provisions in respect of education for sustainable development a particularly challenging task, but one which is feasible and achievable, provided the right elements are put into place. This book is an attempt to foster the cause of education for sustainable development, by documenting and disseminating experiences from different parts of the world, where learning for, about and through the principles of sustainability is taking place, in various sets and contexts, in both industrialized and developing nations. A special feature of this book is that it not only presents a wide range of philosophies, approaches, methods and analyses with respect to education for sustainable development across the world, but also documents and disseminates concrete case studies, which show how education for sustainable development may be realized in practice.

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Transformative Sustainability Education in a Shipboard Living-Learning Community1

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Mark A. White, Daniel C. Abel, Amy W. Predmore Abstract Purpose: This paper describes a successful sustainability-oriented living-learning community in a unique shipboard environment. Design/methodology/approach: A sustainability-themed voyage of Semester at Sea used an integrated curricular and co-curricular approach to impart know- ledge and understanding of sustainability concepts and to foster positive attitu- dinal and behavioral change in members of the shipboard community. Findings: Students’ awareness and understanding of sustainability-related chal- lenges and opportunities increased as a result of classes and activities on the ship and in the various ports visited while circumnavigating the globe. Originality/value: The educational activities and transformative sustainability learning (TSL) approach used on this voyage can serve as a model for similar integrated learning experiences on land-based campuses, or in comparable pro- grams of smaller scale. Living-learning communities can positively impact envi- ronmental attitudes and behaviors. 1 The authors thank University of Virginia administrators Leigh Grossman, Milton Adams, Dudley Doane, Carl Zeithaml, and Gowher Rizvi for their support of the Semester at Sea program. We thank Jill Wright, Adam Seid, Mike Zoll, Sal Moschella, Rosalyn Berne, Les McCabe, Kristen Kamman, Michelle Hurst, Debbie Rodday, Joyce Holleran, Tonquise Jabari and Lauren Heinz from the Institute for Shipboard Education for their exceptional work arranging and coordinating pro- gram logistics. It would have been impossible to have achieved the success we did without the sup- port of the other members of the voyage administrative team, Loren Crabtree, Denise Barlow, Cindy Zomchek, Becca Rowland and Don Gogniat, and we are...

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