دانلود کتاب Higher Education for Sustainability: Seeking Intellectual Independence in Aotearoa New Zealand

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Preface
Contents
Series Editors’ Introduction
I Exploring Our Practices
1 About Higher Education for Sustainable Development and for Sustainability in New Zealand, and Elsewhere
Is There a Problem to Address?
Is There a Solution to the Problem that May or May not Be?
Where Does Higher Education Fit?
Seeking Clearer Distinctions in a Complex World
Sustainability as a Quest for Individuals and a Task for Readers
Sustainability as a Process, Rather Than as a Destination
A Way Forward
Summary
References
2 Campus Sustainability
Physical, Biological and Chemical Environment
Social, Economic and Ethical Considerations
Educational Imperatives
Governance
Trees and Concrete Pavers
Situating Campus Sustainability Within the Broader Context of Higher Education
Can Poor Performance in One Domain Be Compensated by Good Things Happening in Another?
Higher Education Institutions as Role Models for Sustainability
Summary
References
3 University Teacher as Critic and Conscience of Society
The Critic and Conscience Construct in New Zealand’s Higher Education
Academics as Individuals
Academics’ Diverse Rationales for Critiquing Society
How the Critic and Conscience Construct Sits Within the Higher Education Landscape in New Zealand
How Higher Education Does or Does not Research Its Own Practices
Conclusions
References
4 Environmental Education in New Zealand
Some Personal Experiences of Environmental Education: Family, School and Lifestyle
New Zealand’s 1998 National Strategy for Environmental Education and Proposed Changes in 2016
The Underlying Ethos of New Zealand’s 1998 National Strategy for Environmental Education
But Is It Working?
OK, What Is Really Going on Here?
Research into Values
Roles for Higher Education
My Own Research
New Proposals in 2016
The National Situation in 2018
Some International Comparisons
Conclusions
References
5 Roles and Responsibilities for Higher Education in New Zealand, and Elsewhere
Some Assumptions
New Zealand’s Productivity Commission’s Review of Tertiary Education
Submissions to the Productivity Commission’s Review of Tertiary Education
If Submissions to the Review Were not About Sustainability Education, What Was on the Minds of Those Who Submitted?
Higher Education from Economic, Societal and Individual Perspectives
Conclusion
References
6 Global Perspectives and Competitive Individualism
Researching the Educational Nature of Global Perspective
Production: New Zealand Punches Above Its Weight
Representation: As More Than One Perspective
Consumption
Different Ways of Interacting Globally
References
II Researching Our Practices
7 What Guides Our Beliefs and Actions?
Social and Personal Identities and Who Gets to Influence Them
Nudging, Advertising and Consumerism
Framing the World as We See It
Societal Influences on Personal and Social Identity
The Psychology of Choice, Motivation and Staying Put
Professional Values and Professional Education
Governance and Economic Instruments
So How Does Education Guide the Beliefs and Actions of Citizens?
Changing Personal and Social Identity from the Inside: On Critical Thinking
Back to Leopold
References
8 On Deep, Critical and Independent Thinking and Why It Is So Challenging for Higher Education to Teach These Things
A Road map to Education for Sustainability
Teaching Skills May Be Easier Than Teaching Dispositions but Learning Both Is Important: Cognition and Affect
Acquiring and Valuing Dispositions to Think Critically: Or not
Let’s Explore Two of These Dispositions in Detail
On Having a Disposition to Being Open to the Possibility of Changing My Mind
On Having a Disposition to Fairness
A Note on Universal Values
A Note on Recursive Thinking
A Note on Critical Mass
References
III Changing Our Practices
9 Community Engagement and Higher Education’s Third Mission
On Reflection
Is There Something Special About Community-Engaged Learning and Teaching?
On National and Institutional Rhetoric About Community Engagement
On Institutional Reality
Research-Led Enquiry About Community-Engaged Learning and Teaching in New Zealand
Diverse Conceptualisations About Community Engagement and Higher Education’s Responsibility to Be Community Engaged
On Getting Community Engagement into the Curriculum
On Valuing Community Engagement
Some Conclusions and Possible Ways Forward
References
10 Empowering Students in Higher Education
Empowering Students in Higher Education to Teach and Learn
References
11 On Assessment and Evaluation, and Researching the Practices of Higher Education
Some Assessment and Evaluation Issues to Address
Opposition to an Accountability Culture
Good Intentions Subverted
Attempts to Agree Measures of Learning Gain
Do Higher Education People Have the Skills and Dispositions to Think Deeply, Independently and Critically?
What Should We Measure, Assess, Evaluate or Research?
Direct Measures of Deep, Critical and Independent Thinking Skills
Addressing Societal Lack of Trust in Academia
Skills or Dispositions?
Measures of Pro-environmental and Sustainability Attitudes, Ecological Worldviews and Similar Things
What if Institutional Measures Over the Coming Decades Do not Identify Progress?
References
A Final Conversation with a Critical Friend
Index