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Sustainability, Learning and Capability: Exploring Questions of Balance

Centre for Research in Education and the Environment, University of Bath, Claverton Down, Bath, BA2 7AY, UK
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Sustainability 2010, 2(12), 3735-3746; https://doi.org/10.3390/su2123735
Received: 27 October 2010 / Revised: 26 November 2010 / Accepted: 1 December 2010 / Published: 3 December 2010
(This article belongs to the Special Issue Sustainable Education)
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. View Full-Text
Keywords: learning; capability; sustainability; further education; higher education; ESD; citizenship; TVET; interdisciplinarity learning; capability; sustainability; further education; higher education; ESD; citizenship; TVET; interdisciplinarity
MDPI and ACS Style

Scott, W.A.H.; Gough, S.R. Sustainability, Learning and Capability: Exploring Questions of Balance. Sustainability 2010, 2, 3735-3746. https://doi.org/10.3390/su2123735

AMA Style

Scott WAH, Gough SR. Sustainability, Learning and Capability: Exploring Questions of Balance. Sustainability. 2010; 2(12):3735-3746. https://doi.org/10.3390/su2123735

Chicago/Turabian Style

Scott, William A. H., and Stephen R. Gough. 2010. "Sustainability, Learning and Capability: Exploring Questions of Balance" Sustainability 2, no. 12: 3735-3746. https://doi.org/10.3390/su2123735

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