Development of a pedagogy for sustainability that is educational and action-oriented
DOI:
https://doi.org/10.7146/djes.v4i1.143753Keywords:
Sustainability, action competence, entrepreneurship, pedagogy, didacticsAbstract
Education systems are expected to create sustainable solutions (OECD, 2018; EU, 2022) to 'wicked problems' (Lehtonen et al., 2018) by contributing to the development of creative, value-creating, critically thinking and action-oriented people. This points to the formative role of the education system in developing both competent and knowledgeable people ready to solve sustainability challenges.
We argue that these political expectations re-actualise a concept of action competence that is rooted in critical pedagogy, where experiential learning, action and democratic education are central (Mogensen & Schnack, 2010; Jensen & Schnack, 2006, 1993) (Læssøe 2020) (Carlsson, M. S. (2020). But is it possible? Based on a teaching programme, we analyse whether such expectations can be realised at university level and how it is received by students. In an interdisciplinary teaching programme inspired by critical-constructivist didactics and recent entrepreneurship didactics, the aim is to integrate entrepreneurial action, critical thinking, and value creation.
References
Bacigalupo, M., Kampylis, P., Punie, Y. & Van den Brande, G. (2016) EntreComp: The Entrepreneurship Competence Framework. Luxembourg: Publication Office of the European Union.
Biesta, G. J.J. (2015) Beautiful Risk of Education. Routledge.
Breiting, S. (2011) Et paradigmeskifte for miljøundervisning. I Dahl, K. K. B.; Læssøe, J.; Simovska, V. Essays om Handlekompetence: inspireret af Karsten Schnack. København: Forskningsprogram for Miljø- og Sundhedspædagogik, Danmarks Pædagogiske Universitetsskole, Aarhus Universitet, s. 93 - 104.
Breiting, S. & Mogensen, F. (1999): Action Competence and Environmental Education. Cambridge Journal of Education, 29 (3), 349-353. https://doi.org/10.1080/0305764990290305
Brown, T. (2008). Design Thinking. Harvard Business Review, 86, 84-92. https://www.researchgate.net/publication/5248069_Design_Thinking.
Kollmuss, A. & Agyeman , J. (2002) Mind the Gap: Why do people act environmentally and what are the barriers to pro-environmental behavior?, Environmental Education Research, 8:3, 239-260, DOI: 10.1080/13504620220145401
Carlsson, M. S. (2020). Handlekompetencebegrebet på arbejde i uddannelse for bæredygtig udvikling. In J. Andreasen Lysgaard, & N. Jordt Jørgensen (Eds.), Bæredygtighedens
Pædagogik: Forskningsperspektiver og eksempler fra praksis (pp. 123-139). Frydenlund Academic.
Dew, N., Read, S., Sarasvathy, S. D. & Wiltbank, R. (2009). Effectual versus predictive logics in entrepreneurial decision-making: Differences between experts and novices. Journal of business venturing 24 (4), pp. 287-309.
Dewey, J. (2005). Demokrati og uddannelse. Klim.
Dewey, J. (1938). Experience and education. New York, NY: Collier Books.
Dewey, J. (1933). How we think. Boston: DC Heath.
European Commission (2022). Proposal for a Council Recommendation on learning for environmental sustainability. Lokaliseret 20.02.2022 på https://education.ec.europa.eu/document/proposal-for-a-council-recommendation-on-learning-for-environmental-sustainability
Fonden for Entreprenørskab (2020). Bæredygtigt Entreprenørskab. Lokaliseret 28.02.2022 på https://www.ffe-ye.dk/media/792196/del-1_videnom-baeredygtigt-entreprenoerskab.pdf
Fonden for Entreprenørskab (2014). Entreprenørskab i undervisningen. Lokaliseret 25. November 2021 fra Fonden på https://www.ffe-ye.dk/undervisning/videregaaendeuddannelser/entreprenoerskab
Jickling, B. (2003). Environmental education and environmental advocacy: Revisited. The Journal of Environmental Education, 34(2), 20-27.
Jickling, B & Arjen E. J. Wals (2008) Globalization and environmental education: looking beyond sustainable development, Journal of Curriculum Studies, 40:1, 1-21, DOI: 10.1080/00220270701684667
Klafki, W. (1983/1959). Kategorial dannelse. I W. Klafki (Red.), Kategorial dannelse og kritisk konstruktiv pædagogik. København: Nyt Nordisk Forlag
Klafki, W. (2002). Skoleteori, skoleforskning og skoleudvikling i politisk-samfundsmæssig kontekst. Århus: Klim
Lackéus, M. (2017). Does entrepreneurial education trigger more or less neoliberalism in education? Education + Training, 59 (6), pp. 635-650.
Lackéus, M. (2015). Entrepreneurship in education - why, what, when how. Background paper, OECD Publishing, Paris. http://www.schooleducationgateway.eu/downloads/entrepreneurship/40.1%20OECD%20(2014)_BGP_Entrepreneurship%20in%20Education.pdf
Lackeús, M. & Middelton, K. W. (2015) Venture creation programs: bridging entrepreneurship education and technology transfer. Education + Training, vol. 57, (1), pp. 48-73.
Larsen, V., Duch, H. S., & Lund, B. (2022). Underviseres didaktiske transformation af forsknings- og udviklingsarbejde til undervisning. Dansk Universitetspædagogisk Tidsskrift, 17(32), 73–89. https://doi.org/10.7146/dut.v17i32.125587
Lehtonen, A & Salonen,A. et al (2018) A pedagogy of interconnectedness for encountering climate change as a wicked sustainability problem. Journal of Cleaner Production vol 199
Liedtka, J. (2018). Exploring the impact of design thinking in action. Darden Working Paper Series. Charlottesville, VA: Darden Graduate School of Business Administration.
Liedtka, J., Salzman, R., & Azer, D. (2017). Design thinking for the greater good: Innovation in the social sector. New York, NY: Columbia University Press.
Lund, B. (2020) Bæredygtighedspædagogik og handlekompetence – et velkommen tilbage til 70erne? Forskning og Forandring. 3, 2, s. 47 -68
Lund, B. (2017). Managing student`s emotion in order to foster innovation: View on entrepreneurship education in school. I T. Chemi, S. Grams Davy & B. Lund (Red.), Innovative pedagogy: recognition of emotions and creativity in education. (s. 91–105). Rotterdam: Sense Publisher
Læssøe, J. (2020). Dynamisk samspilstænkning. I: Lysgaard, J. A. & Jørgensen, N. J. (Red.), Bæredygtighedens pædagogik. Forskningsperspektiver og eksempler fra praksis. Frederiksberg: Frydenlund.
Mezirow, J. (2006). An overview of transformative learning. In P. Sutherland & J. Crowther (Eds.), Lifelong learning: Concepts and contexts (pp. 24-38). New York: Routledge
Mezirow, J. (1997). Transformative learning: Theory to practice. In P. Cranton (Ed.), Transformative learning in action: Insights from practice – New directions for adult and continuing education, No. 74 (pp. 5-12). San Francisco: Jossey-Bass.
Mezirow, J. (1991) Transformative dimensions in adult learning. San Fransisco: Jossey-Bass.
Mezirow, J. (1989). Transformation theory and social action: A response to Collard and Law. Adult Education Quarterly, 39(3), pp. 169-175.
Mezirow, J. (1985). A critical theory of self-directed learning. In S. Brookfield (Ed.), Self-directed learning: From theory to practice. New Directions for Continuing Education, 25. San Francisco: Jossey-Bass.
Mezirow, J. (1981). A critical theory of adult learning and education. Adult Education Quarterly,32(3), pp. 3-24.
Mezirow, J. (1978) Perspective Transformation. Adult Education Quarterly, 28 (2), https://doi.org/10.1177/074171367802800202.
Ministeriet for Videnskab, Teknologi og Udvikling Økonomi- og Erhvervsministeriet Undervisningsministeriet, Kulturministeriet (2009). Strategi for uddannelse i entreprenørskab. Lokaliseret 28.02.2022 på https://ufm.dk/publikationer/2010/filer-2010/strategi-for-entreprenoerskab.pdf
Mogensen, F. & Schnack, K. (2010). The action competence approach and the ‘new’ discourses of education for sustainable development, competence, and quality criteria. Environmental Education Research, 16 (1), 59-74. https://doi.org/10.1080/13504620903504032
Ploum, L., Blok, V., Lands, T., & Omta, O. (2018). Toward a Validated Competence Framework for Sustainable Entrepreneurship. Organ Environ, 31, 2, pp. 113-132.
Van Poeck , K. & Jonas A. Lysgaard (2016) The roots and routes of environmental and sustainability education policy research, Environmental Education Research, 22:3, 305-318,DOI: 10.1080/13504622.2015.1108393
Prieur, A. (2002) At sætte sig i en andens sted: En diskussion af nærhed, afstand og feltarbejde. I: Jacobsen, M. H.; Kristiansen, S. & Prieur, A. (red.), Liv, Fortælling, Tekst – Strejftog i kvalitativ sociologi. Aalborg: Aalborg Universitetsforlag, Kap. 5, s. 135 – 156
Powell, B. C. (2013). Dilemmas in Entrepreneurship Pedagogy. Journal of Entrepreneurship Education, 16.
Sarasvathy, S. D.(2001). Causation and Effectuation: Toward a Theoretical Shift from Economic Inevitability to Entrepreneurial Contingency. The Academy of Management Review, 26(2), 243–263. https://doi.org/10.2307/25912
Studieordning (2020) Kandidatuddannelse Læring og Forandringsprocesser, https://studieordninger.aau.dk/2020/23/1760
Van Poeck, K., Læssøe, J. & Block, T. (2017). An exploration of sustainability change agents as facilitators of non-formal learning. Mapping a moving and intertwined landscape. Ecology and society 22(2).
Verdenskommissionen for miljø og udvikling (1987). Brundtlandrapporten. Vores fælles fremtid – Brundtland-kommissionens rapport om miljø og udvikling. FN-forbundet, Mellemfolkeligt Samvirke.
Verdens målene. (2021). Verdensmålene. Lokaliseret 21.11.2021 fra FN's verdensmål for bæredygtig udvikling: https://www.verdensmaalene.dk/fakta/verdensmaalene
Vestergaard, J. (ed.), Andreasen, M. B. (ed.), Strand, A. M. C., Thorsted, A. C., Østergaard, A., Bak-Jensen, B., Lund, B., Gertsen, F. & I. Aaen (2019). PBL og Entreprenørskab: Sammenkobling og udvikling af begreber og praksis, der rummer entreprenante kompetencer på tværs af AAU. Lokaliseret 28.02.22 på https://www.sea.aau.dk/digitalAssets/811/811066_etreprenoerskabs-pbl---vaerktoejshaefte.pdf
Hasslöf, H., Ekborg, M., & Malmberg, C. (2014). Discussing sustainable development among teachers: An analysis from a conflict perspective. International Journal of Environmental and Science Education, 9, 41-57. doi: 10.12973/ijese.2014.202a
Højholdt, A. & Ravn-Pedersen, T. (red.) (2021) Håbets og Handlingens Pædagogik. Hans Reitzels Forlag.
Ideland, M (2016) The action-competent child: responsibilization through practices and emotions in environmental education. Knowledge Cultures 4(2),
Illeris, K. (2011). Kompetence: hvad, hvorfor, hvordan? Frederiksberg: Samfundslitteratur.
Jank, W. & Meyer, H. (2006). Didaktiske modeller. København: Gyldendal
Jensen, B. B. & Schnack, K. (2006): The action competence approach in environmental education: Reprinted from Environmental Education Research (1997) 3 (2), pp. 163– 178. Environmental Education Research, 12(3-4), 471-486. https://doi.org/10.1080/13504620600943053
Jensen, B. B. & Schnack, K., (1993). Handlekompetence som didaktisk begreb. Aarhus Universitetsforlag/Danmarks Lærerhøjskole.
Jickling, B., & Wals, A. E. J. (2008). Globalization and environmental education: Looking
Viden for verden – AAU strategi 2022-26 https://www.aau.dk/om-aau/strategi/strategi-2022-26
Wals, A. & Jickling, B. (2002)”Sustainability” in higher education: From doublethink and newspeak to critical thinking and meaningful learning. International Journal of Sustainability in Higher Education 3.
Wiberg, M. (2022) Teoretisk pædagogik - Et laboratorium for forventninger og håb: Om værdifylde i pædagogikken. København: Hans Reitzels Forlag.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Birthe Lund, Elisabeth Lauridsen Lolle, Jesper Vestergaard
This work is licensed under a Creative Commons Attribution 4.0 International License.
https://creativecommons.org/licenses/by/4.0/
