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Knowledge Generation and Sustainable Development

Research output: Contributions to collected editions/works › Articles for encyclopedia › Education

Standard

Knowledge Generation and Sustainable Development. / Frank, Pascal.
Encyclopedia of Sustainability in Higher Education. ed. / Walter Leal Filho. Cham: Springer Verlag, 2019.

Research output: Contributions to collected editions/works › Articles for encyclopedia › Education

Harvard

Frank, P 2019, Knowledge Generation and Sustainable Development. in W Leal Filho (ed.), Encyclopedia of Sustainability in Higher Education. Springer Verlag, Cham. https://doi.org/10.1007/978-3-319-63951-2_409-1

APA

Frank, P. (2019). Knowledge Generation and Sustainable Development. In W. Leal Filho (Ed.), Encyclopedia of Sustainability in Higher Education Springer Verlag. https://doi.org/10.1007/978-3-319-63951-2_409-1

Vancouver

Frank P. Knowledge Generation and Sustainable Development. In Leal Filho W, editor, Encyclopedia of Sustainability in Higher Education. Cham: Springer Verlag. 2019 doi: 10.1007/978-3-319-63951-2_409-1

Bibtex

@inbook{ee5f6c1d31a849d0967c0763b1518b45,
title = "Knowledge Generation and Sustainable Development",
abstract = "This entry sketches the relation between knowledge generation (KG) and sustainable development (SD) as it appears within the realm of Higher Education for Sustainable Development (HESD). The suggestion is to distinguish three forms of appearances: The first relation can be called a passive relation. In this appearance, KG for SD is mainly undertaken by (academic) experts whose results and methods are conveyed to students in forms of canonical knowledge within HESD. The students{\textquoteright} role in KG processes is hence the role of passive recipients of this canonical knowledge. Opposed to this appearance is the active relation. Here, students (and other social actors) are directly included in the process of KG in order to craft applicable solutions to concrete challenges for SD. Moreover, KG is not restricted to the acquisition of explicit knowledge. It also includes the development of tacit forms of knowledge that are deemed important for the prospective professional activities of...",
keywords = "Sustainability Science",
author = "Pascal Frank",
year = "2019",
doi = "10.1007/978-3-319-63951-2_409-1",
language = "English",
editor = "{Leal Filho}, Walter",
booktitle = "Encyclopedia of Sustainability in Higher Education",
publisher = "Springer Verlag",
address = "Germany",

}

RIS

TY - CHAP

T1 - Knowledge Generation and Sustainable Development

AU - Frank, Pascal

PY - 2019

Y1 - 2019

N2 - This entry sketches the relation between knowledge generation (KG) and sustainable development (SD) as it appears within the realm of Higher Education for Sustainable Development (HESD). The suggestion is to distinguish three forms of appearances: The first relation can be called a passive relation. In this appearance, KG for SD is mainly undertaken by (academic) experts whose results and methods are conveyed to students in forms of canonical knowledge within HESD. The students’ role in KG processes is hence the role of passive recipients of this canonical knowledge. Opposed to this appearance is the active relation. Here, students (and other social actors) are directly included in the process of KG in order to craft applicable solutions to concrete challenges for SD. Moreover, KG is not restricted to the acquisition of explicit knowledge. It also includes the development of tacit forms of knowledge that are deemed important for the prospective professional activities of...

AB - This entry sketches the relation between knowledge generation (KG) and sustainable development (SD) as it appears within the realm of Higher Education for Sustainable Development (HESD). The suggestion is to distinguish three forms of appearances: The first relation can be called a passive relation. In this appearance, KG for SD is mainly undertaken by (academic) experts whose results and methods are conveyed to students in forms of canonical knowledge within HESD. The students’ role in KG processes is hence the role of passive recipients of this canonical knowledge. Opposed to this appearance is the active relation. Here, students (and other social actors) are directly included in the process of KG in order to craft applicable solutions to concrete challenges for SD. Moreover, KG is not restricted to the acquisition of explicit knowledge. It also includes the development of tacit forms of knowledge that are deemed important for the prospective professional activities of...

KW - Sustainability Science

U2 - 10.1007/978-3-319-63951-2_409-1

DO - 10.1007/978-3-319-63951-2_409-1

M3 - Articles for encyclopedia

BT - Encyclopedia of Sustainability in Higher Education

A2 - Leal Filho, Walter

PB - Springer Verlag

CY - Cham

ER -

Other publications by the same author(s)

Zeit nachhaltig gestalten lernen: Schulschließungenals verpasste Chance?

Fischer, D., Grauer, C. & Frank, P., 01.07.2022, In: Das Zeitpolitische Magazin. 19, 40, p. 26-28 3 p.

Research output: Journal contributions › Comments / Debate / Reports › Transfer

A proposal of personal competencies for sustainable consumption

Frank, P., 30.08.2021, In: International Journal of Sustainability in Higher Education. 22, 6, p. 1225-1245 21 p.

Research output: Journal contributions › Journal articles › Research › peer-review

Developments in Qualitative Mindfulness Practice Research: a Pilot Scoping Review

Frank, P. & Marken, M., 01.01.2022, In: Mindfulness. 13, 1, p. 17-36 20 p.

Research output: Journal contributions › Journal articles › Research › peer-review

Mindfulness as self-confirmation? An exploratory intervention study on potentials and limitations of mindfulness-based interventions in the context of environmental and sustainability education

Frank, P., Fischer, D., Stanszus, L., Grossman, P. & Schrader, U., 02.11.2021, In: Journal of Environmental Education. 52, 6, p. 417-444 28 p.

Research output: Journal contributions › Journal articles › Research › peer-review

NachhaltigZeit: Ein Bildungsangebot zur Förderung von Zeitgestaltungskompetenz

Grauer, C., Fischer, D. & Frank, P., 2021, Hamar, Norwegen: Inland Norway University of Applied Sciences. 34 p. (Images and Objects - Active Methodology Toolkit #12; vol. 12)

Research output: Books and anthologies › Compendium/lecture notes › Education

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