Special Issue "Sustainable Education"
QuicklinksA special issue of Sustainability (ISSN 2071-1050).
Deadline for manuscript submissions: closed (30 October 2010)
Special Issue Editor
Guest Editor
Prof. Dr. Stephen Martin
Orchard House, Long Hyde Road, South Littleton, Evesham Worcestershire, WR11 5TH, UK
E-Mail:
Interests: national policy and education for sustainability; professional practice and sustainability; the role of systems thinking in education for sustainability
Published Papers
Special Issue Information
Dear Colleagues,
Educational institutions and educators throughout the world are grappling with the awesome challenges presented by the sustainable development agenda. Achieving ‘sustainability’ is a wicked problem, as characterized by Rittel and Webber (1973), involving complexity, uncertainty, multiple stakeholders and viewpoints, competing values, lack of end points, and ambiguous terminology. Securing progress in the face of this situation depends on a literate and skilled citizenry, who are prepared to consider how to move from the existing western economic and political world view based on exponential growth and technological innovation, short termism and unlimited consumption to a world system based on environmental and resource limits, longer term planning and reduced consumption. National and international policies since 1980 have emphasized the theoretical role that education can play in both raising awareness about sustainable development as well as giving the skills to put sustainable development into practice. This special issue explores current policy and practice in schools, colleges and universities in developing the attitudes and capabilities of future citizens to practice more equitable social and economic development.
Prof. Dr. Stephen Martin
Guest Editor
Submission
Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. Papers will be published continuously (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.
Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are refereed through a peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Sustainability is an international peer-reviewed Open Access monthly journal published by MDPI.
Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 500 CHF (Swiss Francs). English correction and/or formatting fees of 250 CHF (Swiss Francs) will be charged in certain cases for those articles accepted for publication that require extensive additional formatting and/or English corrections.
Keywords
- Education for Sustainable Development
- Sustainability Literacy
- Learning to Last
- Active Learning and Sustainability
- Learning from Sustainability in the workplace and in professional practice
Planned Papers
Affiliation: Centre for Sustainable Futures, University of Plymouth, Kirkby Lodge, Drake Circus, Plymouth PL4 8AA, UK; E-Mail: stephen.sterling@plymouth.ac.uk
Abstract: From 2005-10 the Centre for Sustainable Futures (CSF) worked towards a culture of sustainability at the University of Plymouth through a programme of systemic change across the four dimensions of Curriculum, Campus, Community and Culture. This paper looks at how far these efforts have been successful – as well as what might constitute success as regards the ‘sustainable university’. In critically reviewing CSF’s work, the paper will draw on systemic and organisational learning theory, as well as set the Plymouth experience in the wider context of the role of universities in a threatened world and how far higher education is or can be sufficiently ‘response-able’ to this context.
Last update: 12 January 2011