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2011 | 13 | 2 | 17-43

Article title

Scrutinizing the Explicit, the Implicit and the Unsustainable: A Model for Holistic Transformation of a Course for Sustainability

Title variants

Languages of publication

EN

Abstracts

EN
The purpose of this qualitative case study is to describe the development and implementation of a model for course redevelopment for education for sustainable development (ESD). The theoretical approaches to curriculum development of Ralph Tyler (1949) and Elliot Eisner (2002) were influential in the development of the model. The Tyler Rationale (Tyler, 1949) provided general scaffolding for the process and was particularly useful for the development of learning outcomes, while the philosophy of Eisner (2002), complementary to the tenets of ESD, was instrumental in designing classroom experiences to deliver the learning outcomes. Importantly, the model provides a way to empower the individual educator to integrate ESD at the course level as well as a useful mechanism to ensure the holistic application of ESD, aligning sustainability with the predilections of any discipline. This paper demonstrates the use of the model to redevelop an apparel product development course, reframing it for sustainability and sustainable development. The new course was piloted and has now been offered twice since its inception, resulting in a positive students' learning experience.

Publisher

Year

Volume

13

Issue

2

Pages

17-43

Physical description

Dates

published
2011-01-01
online
2012-02-29

Contributors

  • Oklahoma State University, the United States of America
author
  • Kansas State University, the United States of America

References

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Document Type

Publication order reference

Identifiers

YADDA identifier

bwmeta1.element.doi-10_2478_v10099-011-0012-2
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