Franz-Balsen / Kruse Human Ecology Studies and Higher Education for Sustainable Development

European Experiences and Examples
1. Auflage 2016
ISBN: 978-3-96006-142-7
Verlag: oekom
Format: PDF
Kopierschutz: 0 - No protection

E-Book, Deutsch, Band 10, 168 Seiten

Reihe: Edition Humanökologie

Higher Education for Sustainable Development (HESD) and Human Ecology (HE) Studies both focus on the interrelationships between people and the environment. Both approaches represent innovative academic cultures that aim at qualifying future professionals and decision-makers. Nevertheless, potential synergies between HESD and HE Studies have not yet been explored. Examples of curriculum development at European universities illustrate the barriers, the progress, and the innovative potential of HE Studies and of HESD, while the presentation of student initiatives for sustainable development in higher education testifies the political commitment of today's students. The objective of this compilation is to stimulate European exchange and cooperation. One of the major insights is that the joining of forces between HE Studies and HESD is overdue. Sharing the same aims, the two approaches could complement each other and provide valuable experiences for more sustainability in higher education policies - against the backdrop of the UN-Decade of Education for Sustainable Development (2005 -2014) and the post-2015 agenda.

Angela Franz-Balsen is an independent expert on (Higher) Education for Sustainable Development. Her research interests are professional development and gender & diversity competence in sustainability communication/education. Since 1994 she has been member of the German Society of Human Ecology (DGH) and is currently responsible for communication matters.

Autoren/Hrsg.

Franz-Balsen, Angela

Kruse, Lenelis

Fachgebiete

• Sozialwissenschaften Pädagogik Teildisziplinen der Pädagogik Erwachsenenbildung, lebenslanges Lernen
• Geowissenschaften Umweltwissenschaften Umweltschutz, Umwelterhaltung

Inhaltsverzeichnis

1;Human Ecology Studies and Higher Education for Sustainable Development;1
2;Contents;7
3;Preface: The German Society for Human Ecology (DGH) – Bernhard Glaeser;9
4;Higher Education for Sustainable Development and Human Ecology in the European Higher Education Area – missed chances and current challenges – Angela Franz-Balsen, Lenelis Kruse;11
4.1;Introduction;11
4.2;Human Ecology: Historical background and state of art;13
4.2.1;Human Ecology in Europe;15
4.2.2;Higher Education for Sustainable Development;16
4.2.3;Human Ecology and HESD – parallels and intersections;17
4.2.4;Sommerhausen 2007: Aims, contributions and outcomes of the conference;18
4.3;The Contributions;19
4.4;Further Challenges;21
4.5;References;22
5;Times of change - new paradigms, new academic cultures;25
5.1;Education for sustainable development: from reduction to integration – Rietje van Dam-Mieras;27
5.1.1;Introduction;28
5.1.2;Culture, knowledge and the industrialised society;28
5.1.2.1;Western ‘knowledge practices’;29
5.1.3;Changing paradigms and working methodology;31
5.1.4;Education for sustainable development;33
5.1.5;The ALFA project;35
5.1.6;RCE Rhine-Meuse;37
5.1.6.1;The RCE Rhine-Meuse organisational structure;39
5.1.7;Some reflections on education for sustainable development in Europe;40
5.1.8;References;40
5.2;At the bottom lines – student initiatives for sustainable development in higher education – Mandy Singer-Brodowski, Hannes Bever;42
5.2.1;Acquiring key-competencies via self-organization;42
5.2.2;Grasping ESD – a course at the University of Erfurt;45
5.2.3;Initiatives for SD at German-speaking universities – a survey;48
5.2.4;Slumbering potential – Collaboration across borderlines;51
5.2.5;Conclusions and demands;52
5.2.6;Acknowledgements;53
5.2.7;References;53
6;Progress, barriers and innovative potential. Examples of curriculum development from European universities;57
6.1;Leuphana University Lüneburg and the sustainability challenge: a review and a preview – Maik Adomßent, Gerd Michelsen;59
6.1.1;Introduction;60
6.1.2;Review: setting the course;61
6.1.3;Cornerstones of the “Agenda 21 and the University of Lüneburg” project;63
6.1.3.1;Eco-audit and certification;63
6.1.3.2;Optimising the university’s energy balance;64
6.1.3.3;Sustainability: a new course of study;65
6.1.3.4;Shaping the university life-world;66
6.1.3.5;Information, publicity and transfer;67
6.1.3.6;Sustainability and art;67
6.1.3.7;Continuity;68
6.1.4;Milestones of the follow-up project “Sustainable University”;68
6.1.4.1;Sustainability in teaching;69
6.1.4.2;Improving the university’s sustainability record: Sustainability Reporting;71
6.1.4.3;Careful use of resources: energy saving campaign;74
6.1.4.4;Experiencing and shaping sustainability in the university life-world: “Campus Global” as an informal learning context;79
6.1.4.5;Communication, participation and knowledge transfer;80
6.1.5;Conclusions: Introducing and organising change;82
6.1.6;International networking and European perspectives;83
6.1.6.1;Overview of important networks;83
6.1.6.2;Promising Policies;85
6.1.7;References;86
6.2;Human Ecology at the University of Gothenburg: experiences in undergraduate teaching – Karl Bruckmeier, Merritt Polk;89
6.2.1;Brief history of Human Ecology teaching at the University of Gothenburg;90
6.2.1.1;The subject and the curriculum: founding vision and paradigm of Human Ecology;90
6.2.1.2;Interdisciplinary knowledge practice – critical normativity and knowledge integration;92
6.2.1.3;Early challenges in developing an interdisciplinary curriculum;94
6.2.2;Course development in Human Ecology at the University of Gothenburg;95
6.2.2.1;The history of the courses;96
6.2.2.2;The Human Ecology curriculum from 1992-2006;97
6.2.2.3;The Human Ecology curriculum 2007;100
6.2.3;Discussion: The wider context of curriculum development in Human Ecology;104
6.2.4;References;108
6.2.5;Appendix 1: Human Ecology Course Structure in the 1990’s;109
6.2.6;Appendix 2: 2007 Course Structure in Human Ecology;111
6.3;Let’s shape the future! The success story of the Master’s Degree in Sustainable Development at the University of Basel, Switzerland – Camelia Chebbi, Patricia Burkhardt-Holm;115
6.3.1;Introduction;116
6.3.1.1;Historical setting;116
6.3.1.2;Historical background and development of the Master’s Degree in Sustainable Development MSD;117
6.3.2;Objectives, enrolment and structure of the MSD;118
6.3.2.1;Aims;118
6.3.2.2;Admission procedure and requirements;121
6.3.2.3;MSD curriculum;121
6.3.3;Lessons learned;125
6.3.3.1;A successful and promising start;125
6.3.3.2;Collaborations;126
6.3.3.3;Chances from curriculum;127
6.3.3.4;The coordination office;128
6.3.4;Conclusions;128
6.3.5;References;129
6.4;Intertwining Sustainable Development in engineering courses: a manual for the “Individual Interactive Approach” – Dirk Jan Peet, Arianne Bijma, Karel Mulder;130
6.4.1;Introduction;131
6.4.2;Background;131
6.4.3;Approach;134
6.4.3.1;The interviewer;135
6.4.4;The method step by step;135
6.4.4.1;Step 1 Introducing the procedure to the head of department/program;135
6.4.4.2;Step 2 Project announcement to all lecturers;136
6.4.4.3;Step 3 Exploration of the discipline;136
6.4.4.4;Step 4 Approaching lecturers;137
6.4.4.5;Step 5 Interviews with lecturers;137
6.4.4.6;Step 6a Reviewing of interview reports by lecturers;141
6.4.4.7;Step 6b Workshop with lecturers;142
6.4.4.8;Step 7 Report with conclusions and recommendations;142
6.4.5;Conclusions;142
6.4.6;References;143
6.5;Human ecology in higher education in Poland – Anna Siniarska-Wolanska;145
6.5.1;Einleitung: „Ökologie des Menschen“ in Polen;146
6.5.2;Verortung des polnischen Ansatzes im weltweiten Vergleich;147
6.5.3;Implementation und Pioniere der polnischen Humanökologie;147
6.5.3.1;Umweltmedizin: Die „Arbeitsgemeinschaft für Ökologie des Kindes“;147
6.5.3.2;Brückenschlag zur Paläopathologie;148
6.5.3.3;Integration in die Ökologie;148
6.5.3.4;Populationsökologie innerhalb der Anthropologie;149
6.5.3.5;Sportakademien;149
6.5.3.6;Studiengang Umweltschutz an der Universität Warschau;150
6.5.4;Best practice heute;152
6.5.5;Fazit und Perspektiven;152
6.5.6;Literatur/ References;153
7;Conclusions;155
7.1;Human Ecology Studies and Higher Education for Sustainable Development – key issues and European perspectives – Angela Franz-Balsen, Lenelis Kruse;156
7.1.1;Looking back;156
7.1.1.1;From competition to cooperation;157
7.1.1.2;About education, learning and lifelong learning;159
7.1.1.3;From minority to majority – strategic considerations and European perspectives;160
7.1.2;References;163
8;Authors;165

Über Autor(innen)

Franz-Balsen, Angela
Angela Franz-Balsen is an independent expert on (Higher) Education for Sustainable Development. Her research interests are professional development and gender & diversity competence in sustainability communication/education. Since 1994 she has been member of the German Society of Human Ecology (DGH) and is currently responsible for communication matters.

Angela Franz-Balsen is an independent expert on (Higher) Education for Sustainable Development. Her research interests are professional development and gender & diversity competence in sustainability communication/education. Since 1994 she has been member of the German Society of Human Ecology (DGH) and is currently responsible for communication matters.

Lenelis Kruse is professor of psychology with a special focus on environmental and sustainability psychology. Associated with the FernUniversität in Hagen (distance-teaching university) until 2007, she is still teaching as honorary professor at the University of Heidelberg. As one of the founding members of the DGH, she is currently serving as member of the Scientific Advisory Board.