Abstract
Learning Development (LD) is an emerging discipline developing a unique disciplinary identity. In common with many other new fields, it is considering its position and relevance to other disciplines and bodies of thought, for example, educational development and the sociology and philosophy of education. This paper considers one such area of debate: the link between Learning Development and Education for Sustainability (EfS). EfS is a topic of considerable and growing importance in Higher Education (HE) and universities. Its underpinning systemic and epistemic philosophies suggest the need for integration across all facets of university activity, including LD.ÃÂ In this paper, we argue that there are identifiable links between LD and EfS characterised by the following: 1) commonalities surrounding the foci of their pedagogic practices, 2) shared methodologies for undertaking their practices, and 3) ways in which these methodologies are helping to situate both professions and disciplines within organisational contexts. The commonalities and possible distinctions between LD and EfS form a starting point for discussion, and raise the possibility that explicit identification of the links may encourage the development of new ideas and innovative practices. ÃÂ
Highlights
Overview – Learning Development The emergence of Learning Development (LD) has come about as a result of competing agendas and turbulent times
As it has developed its range of pedagogic practices, philosophies and fields of enquiry, LD is notable in its student-facing work practices that perhaps distinguish it from other educational development practices: while educational developers work predominantly with academic staff and departments, LD is concerned with bringing these developmental perspectives to the student experience directly, for the benefit of student learning and as feedback loops into institutional processes and contexts such as assessment design
Both LD and Education for Sustainability (EfS) pedagogies are underpinned by a philosophical stance that encourages a focus on interpreting and influencing the conditions of learning and the learning ecology or eco-system under which understandings are developed and emerge. This systemic viewpoint leads us to propose that within the context of Higher Education (HE), both fields have emerged as organisational responses to a changing environment, associated with increasing levels of complexity in learning contexts, and are continuing to evolve within this system. In recognition of these similarities, this paper sets out suggestions for building a symbiotic relationship between LD and EfS in terms of: 1) Commonalities surrounding the foci of their pedagogic practices
Summary
Overview – Learning Development The emergence of Learning Development (LD) has come about as a result of competing agendas and turbulent times. Overview – Education for Sustainability The world is facing many issues including economic austerity, social and economic inequality, threats to food security, increased health risks, climate change, shrinking biodiversity, and declining water and fossil fuel resources This has led to increasing support for ‘sustainable development’; development that recognises the interlinked nature of society, economy and environment and that can ‘meet the needs of the present without compromising the ability of future generations to meet their own needs’ (WCED, 1987, p.16). This involves changes in the way we think to develop more sustainable ways of living and working and Education for Sustainability (EfS) has been developed to help facilitate this. Universities are ideal sites in which to present and debate the ideological struggles of society (Castells, 2001) and there is increasing political, scholarly and student support for this agenda (Bone and Agombar, 2011; Drayson et al, 2012)
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