Seeking sustainability competence and capability in the ESD and HESD literature: an international philosophical hermeneutic analysis

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Seeking sustainability competence and capability in the ESD and HESD literature: an international philosophical hermeneutic analysis. / Shepard, Kerry; Rieckmann, Marco; Barth, Matthias.
In: Environmental Education Research, Vol. 25, No. 4, 03.04.2019, p. 532 - 547.

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@article{587ba67ece2346de88aaa5c4c7bc63ca,
title = "Seeking sustainability competence and capability in the ESD and HESD literature: an international philosophical hermeneutic analysis",
abstract = "Education for sustainable development (ESD) and higher education for sustainable development (HESD) are complex, multidisciplinary fields of enquiry, drawing on concepts and terms from different disciplines and languages. Although the fields are advancing in their acceptability within educational systems worldwide, they are currently struggling to achieve sought-after graduate and societal outcomes such as environmentally-responsible or sustainability-focussed-citizenship. The research described in this article explores the possibility that miscommunication or misunderstanding of basic concepts within these fields is contributing to slow progress towards their objectives. We used a philosophical hermeneutic analysis to explore how the terms {\textquoteleft}competence{\textquoteright} and {\textquoteleft}capability{\textquoteright} are used within selected ESD/HESD papers. We identify substantial internal contradictions and inconsistencies with respect to differences between learners{\textquoteright} abilities and their willingness to perform these abilities, and to the educational context in which these outcomes are sought. We emphasise the importance of linking educational objectives with pedagogical approaches to teaching and assessment.",
keywords = "Literature studies, ESD literature, philosophical hermeneutic analysis, sustainability competence, sustainability capability, pedagogy, assurance of learning, Sustainability Science",
author = "Kerry Shepard and Marco Rieckmann and Matthias Barth",
note = "Publisher Copyright: {\textcopyright} 2018, {\textcopyright} 2018 Informa UK Limited, trading as Taylor & Francis Group.",
year = "2019",
month = apr,
day = "3",
doi = "10.1080/13504622.2018.1490947",
language = "English",
volume = "25",
pages = "532 -- 547",
journal = "Environmental Education Research",
issn = "1350-4622",
publisher = "Routledge Taylor & Francis Group",
number = "4",

}

RIS

TY - JOUR

T1 - Seeking sustainability competence and capability in the ESD and HESD literature

T2 - an international philosophical hermeneutic analysis

AU - Shepard, Kerry

AU - Rieckmann, Marco

AU - Barth, Matthias

N1 - Publisher Copyright: © 2018, © 2018 Informa UK Limited, trading as Taylor & Francis Group.

PY - 2019/4/3

Y1 - 2019/4/3

N2 - Education for sustainable development (ESD) and higher education for sustainable development (HESD) are complex, multidisciplinary fields of enquiry, drawing on concepts and terms from different disciplines and languages. Although the fields are advancing in their acceptability within educational systems worldwide, they are currently struggling to achieve sought-after graduate and societal outcomes such as environmentally-responsible or sustainability-focussed-citizenship. The research described in this article explores the possibility that miscommunication or misunderstanding of basic concepts within these fields is contributing to slow progress towards their objectives. We used a philosophical hermeneutic analysis to explore how the terms ‘competence’ and ‘capability’ are used within selected ESD/HESD papers. We identify substantial internal contradictions and inconsistencies with respect to differences between learners’ abilities and their willingness to perform these abilities, and to the educational context in which these outcomes are sought. We emphasise the importance of linking educational objectives with pedagogical approaches to teaching and assessment.

AB - Education for sustainable development (ESD) and higher education for sustainable development (HESD) are complex, multidisciplinary fields of enquiry, drawing on concepts and terms from different disciplines and languages. Although the fields are advancing in their acceptability within educational systems worldwide, they are currently struggling to achieve sought-after graduate and societal outcomes such as environmentally-responsible or sustainability-focussed-citizenship. The research described in this article explores the possibility that miscommunication or misunderstanding of basic concepts within these fields is contributing to slow progress towards their objectives. We used a philosophical hermeneutic analysis to explore how the terms ‘competence’ and ‘capability’ are used within selected ESD/HESD papers. We identify substantial internal contradictions and inconsistencies with respect to differences between learners’ abilities and their willingness to perform these abilities, and to the educational context in which these outcomes are sought. We emphasise the importance of linking educational objectives with pedagogical approaches to teaching and assessment.

KW - Literature studies

KW - ESD literature

KW - philosophical hermeneutic analysis

KW - sustainability competence

KW - sustainability capability

KW - pedagogy

KW - assurance of learning

KW - Sustainability Science

UR - http://www.scopus.com/inward/record.url?scp=85055539484&partnerID=8YFLogxK

U2 - 10.1080/13504622.2018.1490947

DO - 10.1080/13504622.2018.1490947

M3 - Journal articles

VL - 25

SP - 532

EP - 547

JO - Environmental Education Research

JF - Environmental Education Research

SN - 1350-4622

IS - 4

ER -

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