Figure 1-2 - uploaded by Erik Assadourian
Content may be subject to copyright.
Source publication
What is education for? Education—the process of facilitating learning—has been an integral part of human societies since before we were even human. After all, humans are not the only species that transmits knowledge from one individual to another. Chimpanzees and dolphins, for example, both teach their young specialized foraging and hunting techniq...
Contexts in source publication
Context 1
... given the limited hours in the school day, curricula will need to be designed around lessons and projects that maximize both education for sustainability and education for resilience, whenever possible. (See Figure 1-1.) This is the necessary path forward, given that the precise future that the next generations will inherit remains uncertain. ...
Context 2
... Earth Education Core Principles, or EarthCore, include six broad tenets, each building on the former (although with considerable interlocking, as all sturdy construction has). (See Figure 1-2.) Redesigning education so that these principles are present in essentially every aspect of the school experience-from class lessons and field trips to lunch menus and school infrastructurecan ensure that students are better prepared both to become leaders in the sustainability transition and to navigate the disrupted future ahead. ...
Similar publications
Background and aimsSpatially segregating root systems is a fundamental mechanism by which plants can avoid competition for resources. Understory roots contribute substantially to total forest fine-root biomass, but the strategy of function-based fine root placement between trees and understory species at the plant community level is unknown. The ai...
Citations
... Universities should institutionalise the notion of community engagement, which should become sustainable, and intensified. Community engagement can be useful for environmental education because it makes communities feel responsible and empowered to take action, towards their vision for a better community, by raising their awareness of critical environmental issues (Assadourian, 2017). Butin (2012) supported this notion, adding that such changes that have taken place in higher education worldwide over the past few years can be referred to as a revolution and should be intensified. ...
Deep ecology considers the ecosystem as a living whole with humanity only one part of this whole (O’Donnell, 2015). There is growing concern regarding environmental problems that are challenging human and environmental well-being. Current social, health and environmental damage warrants the consideration of eco-justice as a paradigm that can potentially advance environmental preservation. Drawing on in-depth interviews and focus group discussions, with Health Science academics and students at a University of Technology in KwaZulu-Natal, this study sought to inquire how they understand eco-justice, the principles underpinning ecojustice and what eco-justice projects could be initiated amongst tertiary students to preserve the environment. Eco-justice was found to relate to the need to care for and preserve ecosystems, by reducing over consumption and the overuse of natural resources. Of significance was that participants supported the need for projects related to cleaning the oceans, planting trees and crops and recycling to advance the eco-justice mandate. Keywords: eco-justice, academics, students, health, South Africa
... List of some of the scientific research that documents the benefits of Exposure to Nature According to Frumkin et al. (2017). (Astell-Burt et al., 2014c;Beyer et al., 2014;Cohen-Cline et al., 2015;Gascon et al., 2015;Kim et al., 2009;Maas et al., 2009b;McEachan et al., 2016;Nutsford et al., 2013;Sturm & Cohen 2014;Taylor et al., 2015;White et al., 2013) Reduced anxiety (Beyer et al., 2014;Bratman et al. 2015a;Maas et al. 2009b;Nutsford et al. 2013;Song et al. 2013;Song et al. 2015 (Broyles et al., 2011;Dadvand et al., 2016;de Vries et al., 2013;Fan et al., 2011;Holtan et al., 2015;Home et al., 2012;Piff et al., 2015;Sullivan et al., 2004) Low blood pressure (Duncan et al., 2014;Markevych et al., 2014a;Shanahan et al., 2016); Improvement of postoperative recovery (Astell-Burt et al. 2014a;Bodicoat et al. 2014;Brown et al. 2016;Thiering et al. 2016) Improved vision (French et al. 2013;Guggenheim et al. 2012;He et al. 2015) Improvement of the immune system (Li et al. 2006;Li et al. 2008a;Li et al. 2008b;Li et al. 2010;Li & Kawada 2011) Improvement of the general state of health in adults (Brown et al. 2016;de Vries et al. 2003;Kardan et al. 2015;Maas et al. 2006;Maas et al. 2009b;Stigsdotter et al. 2010;Wheeler et al. 2015) Improvement of the general condition in people who have survived cancer (Ray & Jakubec 2014) Improvement of the general condition of children (Kim et al. 2016) Reduction of mortality (Coutts et al. 2010;Gascon et al. 2016b;Hu et al. 2008;James et al. 2016;Takano et al. 2002;Villeneuve et al. 2012) Improvement in the conditions of patients suffering from asthma and allergies (Andrusaityte et al. 2016;Dadvand et al. 2014a;Fuertes et al. 2014;Fuertes et al. 2016;Lovasi et al. 2013;Lovasi et al. 2008;Ruokolainen et al. 2015) In children, prolonged contact with natural environments profoundly and positively affects their development, reduces attention deficit disorders, and improves confidence, cognition, and self-control (Assadourian, 2017). ...
Deep and meaningful learning experiences are a privilege of human beings and nowadays, we live in a complex, rich and full of learning opportunities. Education is evolving in many ways, and new generations of youngsters are writing new paths to the future of humankind but still, we need to reconnect and restore the human-nature severance which has been occurring in the last decades, promoting a sustainable mindset at all levels of education and using transdisciplinary and innovative approaches. In this paper, using literature review and essayistic reasoning, influenced by future research methods, we envision a possibility of contemplative science and meditative practices at the core of this fundamental shift in education. We will analyse the potential of meditation as a whole, with some focus on the recently construct research by science called nature-based mindfulness, as a way to dilute the Human/Nature dichotomy and promote a global mindset and sustainable and argue that this should be a unifying path for all professionals at all educational levels and in all educational interventions, formal, non-formal or informal. We finish proposing guidelines for integration of contemplative sciences and meditative practices connected to existent frameworks of sustainable mindset.
... There is widespread agreement that further human development on this planet will ultimately depend upon the willingness and capacity of individuals as well as societies to undertake a fundamental transformation towards sustainability (Rockström et al., 2009;Steffen et al. 2015;Raworth, 2012;O'Neill, Fanning, Lamb & Steinberger 2018;Assadourian, 2017;UNESCO, 2017). To enable humans to take action for sustainability, education has to undergo a profound, if not revolutionary, change. ...
To address the grand challenges of the 21st century, societies must undergo substantial transformations. Whether the Sustainable Development Goals (SDGs), set in place by the United Nations as targets to be reached by 2030, can be reached will depend in part on how successfully education strategies empower learners of all ages with the knowledge, skills, values, and attitudes to transform themselves, their communities, and their societies. Educational institutions have critical roles to play in facilitating and supporting these transitions. To fulfill this vision and be transformational, however, education and educational institutions themselves will have to be transformed.
Digitalization, New Media, and Education for Sustainable Development explores how digitalization and new media are already shaping and will shape the transformation of international educational systems. It examines all aspects related to and interconnections between digitalization, new media, and education for sustainable development. Covering topics such as biased design, energy smart schools, and project-based learning, this premier reference source is an indispensable resource for educators and administrators of both K-12 and higher education, preservice teachers, teacher educators, government officials, policymakers, community leaders, researchers, and academicians.
... There is widespread agreement that further human development on this planet will ultimately depend upon the willingness and capacity of individuals as well as societies to undertake a fundamental transformation towards sustainability (Rockström et al., 2009;Steffen et al. 2015;Raworth, 2012;O'Neill, Fanning, Lamb & Steinberger 2018;Assadourian, 2017;UNESCO, 2017). To enable humans to take action for sustainability, education has to undergo a profound, if not revolutionary, change. ...
Within the education-research cooperation AustrIndia-4QOL, 102 teenagers from Austria and India jointly conducted research on the topics ‘quality of life' and ‘sustainability'. While the collaboration was mainly carried out via social media, some of the teenagers took part in an additional one-week face-to-face collaboration. This chapter offers insights into the effects of the collaboration on students' concepts of the quality of life perceptions of teenagers from different socio-cultural backgrounds and on their awareness of the importance and impact of environmental aspects on quality of life and their willingness to act towards more sustainable lifestyles. Social media enables learning experiences that cannot be facilitated within classical educational settings and should therefore be afforded greater attention in formal education. However, examination of the AustrIndia-4QOL project shows that social media collaborations have their own limitations and that the total removal of the opportunity for live face-to-face interactions is questionable.
... Today, digital games have become an integral part of children's daily lives (Van Eck, 2015). In a study conducted in the USA, it was found that children spend more than 6 hours a day in front of the screen, and children prefer information sources such as television and computers much more than information sources such as books and magazines (Assadourian, 2016). Digital games appealing to the young population can be an effective method for creating healthy lifestyle changes and habits (Kostenius et al., 2018;Rohde et al., 2019). ...
Nutrition is a health component that has an important place in our daily life and health. Healthy nutrition is associated with healthy lifestyle behaviors and represents a healthy lifestyle. Therefore, healthy eating is an important issue that should be promoted. In this direction, the promotion and development of healthy nutrition education programs are of an important dimension. The aim of this study is to investigate the effects of digital games on the nutrition awareness of elementary school students. In the study, various digital health games were applied for 15 weeks. The pattern of the study is qualitative. 12 elementary school students participated in the study. In the study, a semi-structured interview was used as a data collection tool. Content analysis was used in the analysis of the data obtained from the study. It was found that the students gave correct information about balanced nutrition and its importance after the application, classified the food groups correctly and gave various correct examples. As a result of the study, it has been reached that the nutrition education performed on digital games has a positive effect on the nutrition awareness of the students.
Article visualizations:
</p
... Universities should institutionalise the notion of community engagement, which should become sustainable, and intensified. Community engagement can be useful for environmental education because it makes communities feel responsible and empowered to take action, towards their vision for a better community, by raising their awareness of critical environmental issues (Assadourian, 2017). Butin (2012) supported this notion, adding that such changes that have taken place in higher education worldwide over the past few years can be referred to as a revolution and should be intensified. ...
Deep ecology considers the ecosystem as a living whole with humanity only one part of this whole (O'Donnell, 2015). There is growing concern regarding environmental problems that are challenging human and environmental well-being. Current social, health and environmental damage warrants the consideration of eco-justice as a paradigm that can potentially advance environmental preservation. Drawing on in-depth interviews and focus group discussions, with Health Science academics and students at a University of Technology in KwaZulu-Natal, this study sought to inquire how they understand eco-justice, the principles underpinning eco-justice and what eco-justice projects could be initiated amongst tertiary students to preserve the environment. Eco-justice was found to relate to the need to care for and preserve ecosystems, by reducing over-consumption and the overuse of natural resources. Of significance was that participants supported the need for projects related to cleaning the oceans, planting trees and crops and recycling to advance the eco-justice mandate.
... International students are expected to cultivate both global learning abilities and cross-cultural competence. As Assadourian [1] put it in the EarthEd, students should be helped to develop their cross-cultural competence and interlinguistic proficiency, which are regarded as the Life Skills for sustainable life (p.4). It is recognized that crosscultural adaptability is one of the key facets to cross-cultural competence development. ...
Although Chinese international students’ cross-cultural adaptation has achieved intense research, factors in developing Chinese SISs’ cross-cultural adaptation remain underresearched. This study examined the factors through a survey of Chinese SISs’ transitional adaptation in psychology, life, and learning. Mixed-method research was conducted: a survey of 155 SISs from a top Chinese university undertaking study across 16 countries and in-depth interviews with 15 SISs. Results indicate that knowledge of the host country and university, language proficiency, sense of participation, and engagement are the crucial factors in developing Chinese SISs’ cross-cultural adaptation. These factors reveal significant correlations with the students’ adaptive performances in psychology, life, and learning. However, the factor of duration indicates no significant correlation with students’ cross-cultural adaptation, which demonstrates an inconsistency with the previous studies. The findings of this study highlight the need for developing Chinese SISs’ sense of engagement, enhancing the language training, and building up the knowledge of the host cultures previous to the study abroad.
... Barrows (1995, p. 107) hypothesizes that "the attraction children have for fairy tales set in nature and populated with animal characters may be explained by children's instinctually based feelings of continuity with the natural world." The garden is symbolic of a desired and holistic community-for both the local and the global, economically and environmentally-in striving for a sustainable world (Assadourian, 2012(Assadourian, , 2017Cardinale et al., 2012;Buxton and Butt, 2020). This links students' environmental connection to place to their economic needs in particular access to organic food. ...
The wholistic nature of gardening is an approach to learning that provides opportunities to place science education in a context that also values other ways of knowing and draws on the cognitive, the affective and the spiritual—knowing, feeling, connecting. This paper offers a case study of teaching gardening to primary students at The Old School Community Garden (TOSCG), in the Adelaide Hills, South Australia. As experienced science educators, we find that engaging young people in gardening provides them with the opportunity to see the world as a whole, learn science concepts while also addressing local issues such as organic food production. Our focus in this project is the use of the garden as a learning place for Year 1 students (aged 6–7) working with Year 4 students (aged 9–10). We also argue that nature teaching is part of the answer to liveable futures in this time of climate change, pandemics, and the possible crossing of other Earth boundaries. These challenges require educators to focus on futures thinking and transdisciplinary approaches in order to develop the dispositions needed to live in the present with a well-formed idea of where we want to go. Learning the science of gardening is clearly a central aspect—soil science, biological science, ecosystem management and a sustainable food supply.
... Likewise, they highlight that 'wicked' problems of the Anthropocene cannot be solved with the conventional linear and fragmented thinking, but rather by thinking through systemic relationships (de Diego & Carmona, 2018). Building on their argument, Assadourian (2017) points out that 'Schooling today tends to ignore the massive changes that are looming and offers little in the form of preparation for slowing those changes or coping with them'(p.6). ...
... Los niños y jóvenes deben aprender las herramientas y las estrategias necesarias para sobrevivir en un planeta que cambia rápidamente y para adaptarse a estos cambios. Los sistemas educativos a nivel mundial deben reformarse e incluir un fuerte componente de educación ambiental o "educación para la sustentabilidad" y "educación para la resiliencia" (Assadourian, 2017). Es decir, Emisiones de CO 2 en diferentes países. ...
El Antropoceno corresponde a la época geológica que vivimos actualmente y que está marcada por el impacto global que las actividades humanas han tenido sobre los ecosistemas, lo que se traduce en una crisis ambiental muy severa. A pesar de los efectos que estamos sintiendo, y de las predicciones que hacen los científicos, poco han hecho los tomadores de decisiones en los últimos 50 años para atender esta crisis. Por eso, miles de jóvenes alrededor del mundo han alzado la voz. Además, en el ámbito educativo resulta urgente replantear los planes y programas de estudio para que se incluya un fuerte componente de educación ambiental.
