Educating for sustainable development: Cultivating creativity through mindfulness

被引:48
作者
Hensley, Nathan [1 ]
机构
[1] Bowling Green State Univ, Sch Earth Environm & Soc, Bowling Green, OH 43403 USA
关键词
Sustainability education; Mindfulness; Higher education for sustainable development; Contemplative education; Creativity; Curriculum studies for sustainability; COMPETENCES; SCIENCE;
D O I
10.1016/j.jclepro.2019.118542
中图分类号
X [环境科学、安全科学];
学科分类号
08 ; 0830 ;
摘要
The emotional and cognitive benefits of creativity and mindfulness on the learning process are well documented. However, research on the role of creativity and mindfulness in higher education for sustainable development (HESD) is lacking. This article narrows this research gap by examining the (mis) alignment of managerial and mechanistic educational approaches with HESD, while advocating for teaching students how to learn rather than what to learn, emphasizing the need to cultivate contemplation and creativity, and exploring the opportunities associated with divergent thinking. This article utilizes theoretical inquiry and is grounded in the field of curriculum studies. The author describes how education for sustainable development can be transformed through mindful pedagogy and curriculum. HESD requires that we promote transdisciplinary inquiry and empower students to think and act differently than required within conventional educational approaches. The author argues that infusing mindfulness into higher education curriculum and pedagogy can help students reconceive the role of humans on the planet and cultivate reflection, innovation, and integration to tackle the grand challenges associated with sustainability. Situated at the intersection of sustainability education, creativity, and mindfulness, this work distinguishes itself from other similar scholarship by drawing from autobiographical inquiry, theoretical inquiry, and the broad field of curriculum studies. (C) 2019 Elsevier Ltd. All rights reserved.
引用
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页数:7
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