The need for new and non-traditional teaching approaches is reflected in this collection of unorthodox teaching pedagogies. The underlying philosophy behind them is that deep learning for sustainability needs ultimately to be experiential: that is, learning while doing rather than a passive absorption of facts and figures.
Table of Contents
Table of ContentsEditorial IntroductionChris Galea, St Francis Xavier University, Nova Scotia, CanadaEaster Island: A Case Study in Non-sustainabilityDavid K. Foot, University of Toronto, CanadaThe War of the Woods: A Forestry Giant Seeks PeaceMonika I. Winn, Faculty of Business, University of Victoria, Canada, and Charlene Zietsma, Richard Ivey School of Business, University of Western Ontario, CanadaPersonalising Sustainability: An Interactive Activity to Reinforce the Presentation of The Natural Step (TNS)Joshua Skov, Good Company, USASustainable Games People Play: Teaching Sustainability Skills with the Aid of the Role-play 'NordWestPower'Anke Truscheit and Christoph Otte, University of Oldenburg, GermanyUsing Experiential Simulation to Teach SustainabilitySusan Svoboda, Realia Group, USA, and John Whalen, Sustainable Value Partners, Inc., USADifferent Planets: Belief, Denial and Courage. The Role of Emotion in Turning Learning into ActionPenny Walker, Independent Consultant, UKGetting Out There: Incorporating Site Visits and Industry Assessments in Pollution Prevention and Sustainability EducationKim Fowler, Pacific Northwest National Laboratory, USA, and Jill Engel-Cox, Battelle Memorial Institute, USA