Pedagogies of preparedness: Use of reflective journals in the operationalisation and development of anticipatory competence
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In: Sustainability, Vol. 7, No. 8, 07.08.2015, p. 10554-10575.
Research output: Journal contributions › Journal articles › Research › peer-review
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TY - JOUR
T1 - Pedagogies of preparedness
T2 - Use of reflective journals in the operationalisation and development of anticipatory competence
AU - Gardiner, Senan
AU - Rieckmann, Marco
PY - 2015/8/7
Y1 - 2015/8/7
N2 - In higher education there is a growing demand for graduates with the competence to transform our society toward a sustainable future. Part of this competence in sustainability is anticipatory competence, the ability to engage with multiple futures, manage uncertainty and hold a worldview that the future can and should be steered toward a more just sustainable path. In order to further examine and operationalise anticipatory competence, a course "Sustainability and the Future" was developed and run in the University of Vechta, Germany, as part of an action research cycle exploring key competencies for sustainability in higher education. Reflective journaling was used to explore the competence acquisition process along with focus groups with students after the course. The analysis of this programme shows that while certain subject areas such as values, transport and population models provoke more critical reflection on the future, skills such as the ability to work with emotional aspects of the future, for instance hope, were perceived to be necessary for anticipatory competence.
AB - In higher education there is a growing demand for graduates with the competence to transform our society toward a sustainable future. Part of this competence in sustainability is anticipatory competence, the ability to engage with multiple futures, manage uncertainty and hold a worldview that the future can and should be steered toward a more just sustainable path. In order to further examine and operationalise anticipatory competence, a course "Sustainability and the Future" was developed and run in the University of Vechta, Germany, as part of an action research cycle exploring key competencies for sustainability in higher education. Reflective journaling was used to explore the competence acquisition process along with focus groups with students after the course. The analysis of this programme shows that while certain subject areas such as values, transport and population models provoke more critical reflection on the future, skills such as the ability to work with emotional aspects of the future, for instance hope, were perceived to be necessary for anticipatory competence.
KW - Anticipatory competence
KW - Education for sustainable development
KW - Higher education
KW - Reflective learning
KW - Sustainability competence
KW - Psychology
KW - Educational science
UR - http://www.scopus.com/inward/record.url?scp=84940510416&partnerID=8YFLogxK
U2 - 10.3390/su70810554
DO - 10.3390/su70810554
M3 - Journal articles
AN - SCOPUS:84940510416
VL - 7
SP - 10554
EP - 10575
JO - Sustainability
JF - Sustainability
SN - 2071-1050
IS - 8
ER -