Sustainability 2010, 2(12), 3735-3746; doi:10.3390/su2123735

Sustainability, Learning and Capability: Exploring Questions of Balance

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Received: 27 October 2010; in revised form: 26 November 2010 / Accepted: 1 December 2010 / Published: 3 December 2010
(This article belongs to the Special Issue Sustainable Education)
This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Abstract: It is argued that sustainable development makes best sense as a social learning process that brings tangible and useful outcomes in terms of understanding and skills, and also reinforces the motivation and capability for further learning. Thus, there are always balances to be struck between a broad-based, wide-ranging education and a more specialist one; between a focus on ideas themselves, and on their application in social or economic contexts; and between keeping ideas separate, and integrating them. This paper will explore the nature of such balances, and the issues to bear in mind when striking them, focusing on schools, university and college contexts within the United Kingdom.
Keywords: learning; capability; sustainability; further education; higher education; ESD; citizenship; TVET; interdisciplinarity
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MDPI and ACS Style

Scott, W.A.H.; Gough, S.R. Sustainability, Learning and Capability: Exploring Questions of Balance. Sustainability 2010, 2, 3735-3746.

AMA Style

Scott WAH, Gough SR. Sustainability, Learning and Capability: Exploring Questions of Balance. Sustainability. 2010; 2(12):3735-3746.

Chicago/Turabian Style

Scott, William A. H.; Gough, Stephen R. 2010. "Sustainability, Learning and Capability: Exploring Questions of Balance." Sustainability 2, no. 12: 3735-3746.

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