Abstract
This paper identifies one possible set of appropriate disciplinary content for undergraduate programs in sustainability, based on a survey instrument employed at two international sustainability events in 2005. Undertaken to supplement the focus in the sustainability education literature on generic skills and pedagogical method via case-based or broadly conceptual work, it seeks to assist curriculum developers with planning disciplinary content. Findings indicate that a sustainability canon of sorts exists. A surprising amount of agreement existed from the two different specialist groups about core concepts, notably in ecology and-less unanimously-policy, economics and ethics. Studies about society were preferred as elective content. A 10-subject core was nominated, suggesting the need for broad foundational underpinnings.
| Original language | English |
|---|---|
| Pages (from-to) | 341-347 |
| Number of pages | 7 |
| Journal | Environmentalist |
| Volume | 27 |
| Issue number | 3 |
| DOIs | |
| Publication status | Published - Sept 2007 |
| Externally published | Yes |
Bibliographical note
Funding Information:In late October of 2005, the questionnaire was distributed to attendees at the Halifax Consultation on Sustainability in Higher Education, funded by the Social Science Research Council of Canada. The EFS experts at this invited workshop were participating in another research exercise, involving the use of a Delphi process to develop a comprehensive research plan and strategy for the ‘field’ (Wright 2007). The thirteen Halifax participants that responded (out of 34 attendees) had a larger proportion of doctorates, a narrower range of primary disciplines (largely education or environment), had earned their higher degree 8 years earlier than the Hawaii cohort (1987 as compared with 1995) and were—unsurprisingly—more likely to volunteer contact details in order to be kept apprised of research findings resulting from the work. The difference in higher degree achievement may be accounted for by the fact that Halifax was largely attended by those who had achieved a high level of achievement in their field. The
ASJC Scopus Subject Areas
- General Environmental Science