Reflections on the Transformative Power of Environmental Education in Contemporary Societies: Experience from Two College Courses in Greece and the USA

Christina Marouli,Quentin Duroy

doi:10.3390/su11226465

Christina Marouli, Quentin Duroy

Open Access

https://doi.org/10.3390/su11226465

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Journal: Sustainability	Publication Date: Nov 17, 2019
Citations: 5	License type: CC BY 4.0

Affiliation: Denison University, American College of Greece

Abstract

In the current information-saturated world of knowledge societies, universities are at risk of training technical experts who hold myopic views of the future, and leaders who are ill-equipped to address the systemic nature of current global ecological, economic, and political crises. In this context, and taking into account the obstacles posed, and the opportunities provided, by contemporary societies, the current paper discusses the design and implementation of courses which not only rely upon, but also increase the transformative power of Environmental Education (EE) and Education for Sustainability (EfS) within Higher Education. We rely on our experience in two college courses, in Greece and the USA, to provide reflections on the integrative, interdisciplinary and collaborative dimensions of EE/EfS and on their ability to challenge neoliberal discourse that permeates contemporary knowledge societies. The qualitative methodology utilized in the paper rests on a self-study research approach and on end-of-term course evaluations filled by the students. We propose that successful design and implementation of EE/EfS courses depends upon the instructors’ (and their institutions’) ability to democratize and rethink the classroom (beyond its physical limits and into the community), to help students self-examine their place in the system, and to create assignments that test the learning process rather than learning outcomes.

Highlights

In an era of global ecological crises, economic crises and socio-political crises, education is needed, more than ever, to play civic and transformative roles by helping individuals become agents of change, disruption, and creativity in their own lives and that of their broader communities
Preparation of environmental experts/policy makers that are knowledgeable of power dynamics–social inequalities and understand their relation with environmental issues; that understand their significance in effective approaches towards sustainable societies; and that are interested in considering them in their professional life
For a class that aims to help the transition to sustainable societies, a clear reflection on the targeted educational goal—critical learners, empowered learners, critical/engaged citizens, or empowered citizens—is needed

Summary

Introduction

In an era of global ecological crises (climate change, biodiversity loss and resource exhaustion), economic crises (rising inequalities and mounting public and private debt) and socio-political crises (nationalist revival and the rise of authoritarianism), education is needed, more than ever, to play civic and transformative roles by helping individuals become agents of change, disruption, and creativity in their own lives and that of their broader communities. In the so-called knowledge society where knowledge is a main currency, and arguably a ‘commodity’ produced in institutions of higher education, science and technology have become the favored tools to bring forth ‘technological salvation’. In this information-saturated world, hierarchies of knowledge contribute significantly to power dynamics, which, when left unchallenged, preserve the status quo, instead of shaping sustainable futures. Challenging the status quo and engaging societies on a sustainable development path will require HEd to re-embrace the transformative power of education [3]

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