In, about, through and for the natural heritage The role of nature in learning for sustainability

Transcription

1 In, about, through and for the natural heritage The role of nature in learning for sustainability Peter Higgins Moray House School of Education University of Edinburgh November 2016

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4 Rachel Carson Silent Spring 1962

5 Why do schools do what they do, and what will they do in the future? Literacy Numeracy Health & Wellbeing Change: Uncertainty Complexity Interdisciplinarity Diet & Obesity Sustainability Mental health -especially year-olds Dangerous climate change Attainment & Achievement Social change

6 Why outdoors? Traditionally termed outdoor education

7 Why indoors? A shift towards outdoor learning

8 Learning in and about the natural heritage

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10 By Leaves We Live This is a green world, with animals comparatively few and small, and all dependent on the leaves. By leaves we live. Some people have strange ideas that they live by money. They think energy is generated by the circulation of coins. Whereas the world is mainly a vast leaf colony, growing on and forming a leafy soil, not a mere mineral mass: and we live not by the jingling of our coins, but by the fullness of our harvests. Sir Patrick Geddes, 1919

11 I am biogeochemical cycles!

12 We are nature and we know it in our guts guts!

13 Understand how we are all dependent on planetary systems a part of rather than apart from the environment

14 Learning through the natural heritage

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16 The Range and Scope of Outdoor Learning Adventure sport Outdoor recreation Physical activity Tackling obesity Life-long activity Skill development Adventure tourism Outdoor Activities Wellbeing Greenspace Outdoor Learning Environmental Education Sustainability education Field Studies/Biodiversity Global citizenship Awareness of local area Cultural landscape Ecotourism Personal & Social Education Self-awareness Self-esteem Social development Communal living

17 Outdoor learning the school as centre of the community concentric circles model

18 A sense of place Socio-economics distilleries, agriculture etc. Geology History Cultural heritage Folk lore The law, access etc. National parks Recreation fishing, canoeing, walking Estates / land ownership Literature prose, poetry, art Physical activity - skills Forests history/management Hydrology / meteorology Ecology/natural heritage

19 Learning for the natural heritage, the environment, sustainability... well the planet really

20 Sustainable Development Sustainable (?) development (?) is development that meets the needs (?) of the present without compromising the ability of future generations (?) to meet their own needs. Our Common Future: Report of the World Commission on Environment and Development (The Brundtland Report) October 1987

21 Sustainable Development Sustainable (?) development (?) is development that meets the needs (?) of the present without compromising the ability of future generations (?) to meet their own needs. Our Common Future: Report of the World Commission on Environment and Development (The Brundtland Report) October 1987 IV. Conclusion 81. In its broadest sense, the strategy for sustainable development aims to promote harmony among human beings and between humanity and nature.

22 1992 Earth Summit - Agenda 21 Chapter 36 Education, training and public awareness Education for Sustainable Development

23 It s not all about polar bears! Qualitative research reveals that in motivated individuals who have already adopted lower-carbon lifestyles, protecting the environment per se is not the primary value stimulating most interviewees action; typically they were more concerned about the impacts of climate change on people in developing countries. Biospheric values were important but not as important as altruistic values. Rachel Howell, 2013

24 Global Citizenship

25 So we need ESD and Global Citizenship then? Education for Sustainable Development Global Citizenship

26 Self-transcendence Spirituality Conformity Community Extrinsic Intrinsic Popularity Image Affiliation Financial success Physical self Hedonism Physical health Safety Self-acceptance Kasser & Ryan (1996), Grouzet et al. (2005)

27 The role of contact with nature Influences on the development of pro-environmental behaviours included direct contact with nature, eco-literacy (knowledge of basic ecological principles and understanding of one s place in the ecosystem), sense of place, connection to nature, critical and reflective thinking skills etc. and a sense of being willing to take responsibility for one s actions (and so become agents of change) (Christie & Higgins, 2012). Education, specifically the process of teaching and learning outdoors, is well placed to deliver aspects of these positive, connecting experiences. This means that a rounded concept of learning for sustainability must acknowledge the significance of outdoor learning experiences. (Christie & Higgins, 2012) Nature immersion elicited higher valuing of intrinsic motivations and lower valuing of extrinsic aspirations, whereas those immersed in non-natural environments reported increased valuing of extrinsic aspirations and no change of intrinsic aspirations (Weinstein et al, 2009).

28 Outdoor Learning can help young people engage with biodiversity and understand and care about complex issues e.g. ecosystem services, sustainability & climate change. (Christie & Higgins, 2012)

29 So we need ESD, Global Citizenship and immersive experiences in nature then? Education for Sustainable Development Learning for sustainability Global Citizenship Outdoor Learning (in nature)

30 Policy development: Learning for Sustainability

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32 One Planet Schools Ministerial Advisory Group (Learning for Sustainability Report) General Teaching Council Professional Standards (Values, Leadership, Sustainability UN University Regional Centre of Expertise in ESD for Scotland Higher Education role of universities and colleges Non-Governmental Organisations (NGOs), Non-Departmental Government Bodies (NDGBs), Charities Learning for Sustainability

33 One Planet Schools Ministerial Advisory Group (Learning for Sustainability Report) General Teaching Council Professional Standards (Values, Leadership, Sustainability UN University Regional Centre of Expertise in ESD for Scotland Higher Education role of universities and colleges Non-Governmental Organisations (NGOs), Non-Departmental Government Bodies (NDGBs), Charities Learning for Sustainability

34 If everyone in the world consumed natural resources at the rate we do in Scotland, we d need three planets to support us WWF Briefing Paper (2010). Defining One Planet Schools

35 Learning for Sustainability Timeline 2010 Scottish National Party (SNP) make manifesto commitment to One Planet Schools 2011 May - SNP win election 2011 November One Planet Schools Working Group established by Dr Alastair Allan, Minister for Learning, Science & Scotland s Languages (Peter Higgins appointed to Chair the group)

36 One Planet Schools Ministerial Advisory Group (Learning for Sustainability Report) General Teaching Council Professional Standards (Values, Leadership, Sustainability UN University Regional Centre of Expertise in ESD for Scotland Higher Education role of universities and colleges Non-Governmental Organisations (NGOs), Non-Departmental Government Bodies (NDGBs), Charities Learning for Sustainability

37 Learning for Sustainability Timeline 2010 Scottish National Party (SNP) make manifesto commitment to One Planet Schools 2011 May - SNP win election 2011 November One Planet Schools Working Group established by Dr Alastair Allan, Minister for Learning, Science & Scotland s Languages (Peter Higgins appointed to Chair the group) 2012 December - Working Group submit Learning for Sustainability Report to Scottish Government

38 Definitions The members of the Working Group agreed on the term learning for sustainability as it was closest to the remit of the Working Group, and this term is now consistently used and accepted within our educational language: a whole school approach that enables the school and its wider community to build the values, attitudes, knowledge, skills and confidence needed to develop practices and take decisions which are compatible with a sustainable and more equitable future.

39 A framework for learning outdoors The journey through education for any child in Scotland must include opportunities for a series of planned, quality outdoor learning experiences. Learning & Teaching Scotland 2010 p. 5

40 The role of direct experience of nature The One Planet Schools Ministerial Advisory Group concluded that: Outdoor learning, direct experience of the landscape and the natural and cultural heritage of Scotland helps all young people and teachers understand the Earth s systems, develop respect and care for our planet, create a personal connection with the environment and, as recent research has shown, improves their physical, mental and emotional health and wellbeing.

41 LEARNING FOR SUSTAINABILITY The report of the One Planet Schools Working Group 23 November 2012

42 One Planet Schools Ministerial Advisory Group (Learning for Sustainability Report) General Teaching Council Professional Standards (Values, Leadership, Sustainability UN University Regional Centre of Expertise in ESD for Scotland Higher Education role of universities and colleges Non-Governmental Organisations (NGOs), Non-Departmental Government Bodies (NDGBs), Charities Learning for Sustainability

43 The General Teaching Council for Scotland Professional Standards for Teachers Leadership Learning for Sustainability Values Valuing as well as respecting social, cultural and ecological diversity and promoting the principles and practices of local and global citizenship for all learners.

44 One Planet Schools Ministerial Advisory Group (Learning for Sustainability Report) General Teaching Council Professional Standards (Values, Leadership, Sustainability UN University Regional Centre of Expertise in ESD for Scotland Higher Education role of universities and colleges Non-Governmental Organisations (NGOs), Non-Departmental Government Bodies (NDGBs), Charities Learning for Sustainability

45 UN Regional Centre of Expertise on ESD Scotland Learning for Sustainability Scotland Established with support from Scottish Government, Scottish Universities and Colleges, Voluntary Sector One of only two national ESD Centres Along with other Non- Governmental Organisations - a key means of delivering Government LfS objectives Connection to Nature Task Group Free to join!

46 One Planet Schools Ministerial Advisory Group (Learning for Sustainability Report) General Teaching Council Professional Standards (Values, Leadership, Sustainability UN University Regional Centre of Expertise in ESD for Scotland Higher Education role of universities and colleges Non-Governmental Organisations (NGOs), Non-Departmental Government Bodies (NDGBs), Charities Learning for Sustainability

47 One Planet Schools Ministerial Advisory Group: Five Key Recommendations 1. all learners should have an entitlement to Learning for Sustainability 2. every practitioner, school and education leader should demonstrate Learning for Sustainability in their practice; 3. every school should have a whole school approach to Learning for Sustainability that is robust, demonstrable, evaluated and supported by leadership at all levels; 4. school buildings, grounds and policies should support Learning for Sustainability; 5. there should be a strategic national approach to supporting Learning for Sustainability Scottish Ministers accepted all 31 recommendations in March 2013

48 Learning for Sustainability: Implementation Group The role of the Implementation Group is to drive forward the 31 recommendations of the Learning for Sustainability Report in the context of the curriculum. Secretariat is provided by Scottish Government and the UN Centre of Expertise in ESD (LfSScotland) The group reported progress to Scottish Ministers in March 2016

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50 United Nations: Sustainable Development Goals SDG goal 4.7 By 2030, ensure that all learners acquire the knowledge and skills needed to promote sustainable development, including, among others, through education for sustainable development and sustainable lifestyles, human rights, gender equality, promotion of a culture of peace and non-violence, global citizenship and appreciation of cultural diversity and of culture s contribution to sustainable development.

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52 Accepted in full in March 2016 by three Scottish Ministers: Education, Sciences and Scotland s Languages Environment, Climate Change & Land Reform International Development and Europe Became available after the election of the Parliament in May 2016

53 A policy agenda for the future...?

54 SDGs and Closing the attainment gap The SDGs offer a vision for the world that I believe the people of Scotland share the aims set out by the UN form an agenda for tackling some of the world s greatest problems. Unlike the Millennium Development Goals these will not be restricted to developing countries but will be universal, applying to all countries including Scotland. Nicola Sturgeon, First Minister, July 2015 This government is doing all in its power to eradicate poverty in Scotland but it will never be an excuse for poverty to be an excuse for failure and we will not have completed our work until every child in every community has every chance to succeed. Angela Constance, Education Secretary, May 2015)

55 The contributions of ESD to quality education edu (UNESCO) Education is more effective when global and local sustainability issues are integrated throughout the curriculum. When curricula are delivered in local social, economic, and environmental contexts, traditional learning outcomes are maintained or even heightened while additional, enhanced, and transformational learning occurs to both primary and secondary students. All of these attributes coincide with higher order skill levels in the PISA tests. ESD and PISA are synergistic in many ways. Laurie, R. et al. (2016). Contributions of ESD to Quality Education: A Synthesis of Research. Journal of Education for Sustainable Development,10 (2), p.

56 Tourism, Recreation & Rural Economy Education Environment & Natural Heritage Farming, Forestry, Fisheries & Food Land reform and land-use strategy Policy Web: biodiversity, sustainability and Scotland s environment Health & Wellbeing Renewables & the Green Economy Community Developmen t Sustainable Development Goals & other commitments Adventure Sport & Physical Activity Culture, Heritage & Languages Peter Higgins November 2016

57 A pedagogy for global intimacy?

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59 What of the educational ecosystem services? What are the affordances of teaching with nature? Serendipity Complexity Uncertainty Beauty Consequences Reality Interdisciplinarity Wonder Holism Aesthetics

60 Connection, consequence and action orientation Social Cultural To People Complexity Scientific Environmental Connection To Planet To Place Self Others Care Environment Rights Citizenship (Active) Individual Societal Consequences (of Actions) Multinational Political Environmental Responsibilities

61 The goal of education is to form the citizen. The citizen is a person who, if need be, can re-found his civilisation. Eugen Rosenstock-Huessy ( ))

62 In, about, through and for the natural heritage The role of nature in learning for sustainability Peter Higgins Moray House School of Education University of Edinburgh November 2016

63 Key websites for LfS developments in Scotland GTCS Revised Professional Standards Learning for Sustainability Ministerial Implementation Group Learning for Sustainability Scotland - UN University Regional Centre of Expertise in ESD (Scotland) UNESCO Re-orienting Teacher Education to Address Sustainable Development UN Sustainable Development Goals University Edinburgh Our Changing World - Public lecture UN SDGs, Learning for Sustainability & Government Policies (Pete Higgins & Chuck Hopkins) University of Edinburgh Outdoor Learning resources etc. Free to access MOOC (Massive Open On-line Course) in Learning for Sustainability (University of Edinburgh) Education Scotland (2015) How Good is Our School. Martin, S., Dillon, J., Higgins, P., Peters C. & Scott, W. (2013). Education for Sustainable Development Policy in the United Kingdom: Current Status, Best Practice, and Opportunities for the Future. UK National Commission for UNESCO. Policy Brief No. 9. London: UNESCO. Curriculum for Excellence through Outdoor Learning Learning for Sustainability Report - Vision report: Storify (Cornell University MOOC) -