TOWARDS INTEGRATION OF KNOWLEDGE THROUGHSUSTAINABILITY EDUCATION AND ITS POTENTIAL CONTRIBUTIONTO ENVIRONMENTAL SECURITY

摘要

This paper reports on 10 years experience with a model of sustainabilityeducation within a series of required, integrative and interdisciplinary under-graduate courses. It is based on the collaboration of faculty, students, staff,community members and agriculture and food 'industry stakeholders. It describesthe pedagogical experience of a Community of Learners pedagogy that requires acollaborative organization of research and learning. It pays particular attention tothe context of knowledge and to the relationships between learning objects andtheir environment, a combination that I call an ecology of knowledge. The proposedecology of knowledge considers that content of education and the process, or modeof its delivery, are inseparable and shape each other. Also, it highlights the relationsbetween personal and community experience of problems, scholarly accounts ofthose problems and visions of potential futures, to overcome the problems, as threecognitive moments that strengthen each other. Sustainability education is critical ifsociety is to address threats and challenges to environmental security. The goal ofour model of sustainability education is to form citizens-learners with environ-mental awareness, professionals with vision and tools to address problems, carryout research and create solutions.