Education for Sustainable Development in time of crises : possibilities for learning concerning an unknown future
Bibliographic record
Abstract
A new pedagogy that can manage an unknown future is needed in time of crises. Especially the western world needs a change in attitudes, behaviors, and lifestyles. The world has changed, with destructive consequences for many, will continue to change and will not return to the situation 'normal'. That is, it will not return to “normal” global temperatures or species abundance and fluctuations experienced by earlier generations of humans. The epoch has been labeled 'The Anthropocene'. With the pandemic, also our daily social life has changed and have an impact on us as human beings and our relation to nature. The planet is facing problems that are of such a kind that they cannot be looked upon as only technical problems. The pedagogy of today partly confirms and gives support to a kind of status quo in society - or business as usual. This paper aims to illuminate and discuss how a pedagogical model for education and teaching could be formulated that manages the challenges for education and pedagogy concerning an unknown future. For our discussion, keeping the Anthropocene in mind, we present the main ideas of Wild pedagogies [WP]. WP began as a graduate course at Lakehead University (Canada) and was later developed through an international network. WP tries to rethink education and re-examine relationships with places, landscapes, nature, more-than-human beings, and the wild. WP also tries to challenge recent trends towards increased control over pedagogy and education, and how this control is constraining and domesticating educators, teachers, and students. In WP six ‘Touchstones’ are intended to be reminders of what educators could do in teaching. We have used an abductive approach for the analysis and content analysis as method. We used constructive critical didactics as a theoretical framework. This gave possibilities to illuminate what perspectives and strategies educators and teachers can be aware of and how that could have an impact on theories, practices, and approaches in education. Our results show that educators can problematize the dominant versions of education that are enacted in powerful ways and turn to a practice that challenges a human-centered view and unecological status quo. Given the dominant current human relationship with the earth cannot be sustained we posit that any critique suggested must be paired with a vision - and corresponding educational tools. We discuss this through possible didactical concepts. A conclusion is how it allows for the possibility to enact a new relationship through education that also has an inexorable impact on how to understand learning and teaching.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.007 | 0.005 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.009 | 0.032 |
| Scholarly communication | 0.013 | 0.022 |
| Open science | 0.002 | 0.011 |
| Research integrity | 0.008 | 0.012 |
| Insufficient payload (model declined to judge) | 0.007 | 0.001 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".