%0 Journal Article
%T How not what: teaching sustainability as process
%A E. Melanie DuPuis
%A Tamara Ball
%J Sustainability : Science, Practice and Policy
%D 2013
%I CSA, NBII
%X Ever since the word ¡°sustainability¡± entered public discourse, the concept has escaped definition. The United Nations has christened the years 2005¨C2014 ¡°The UN Decade of Education for Sustainable Development¡± and has called upon universities ¡°to make education for sustainability a central focus of higher education curricula, research, physical operations, student life, and outreach to local, regional, and global communities.¡± Nevertheless, the indeterminacy of sustainability as a concept has challenged those designing university sustainability efforts, in terms of both campus planning and curricula. Some instructors and campus sustainability planners have chosen to stabilize sustainability concepts into a technical and ethical ¡°greenprint¡± based on some agreement concerning shared (or imposed) concepts and values. Yet others have realized that this is not a problem to be ¡°solved¡± but instead presents an opportunity to advance and implement alternative approaches to teaching and learning ¡°post-normal¡± or ¡°Mode 2¡± science. This article describes a curricular design that attempts to maintain both canonical disciplinary learning about the techniques of sustainability and training in the reflexive skills necessary to explore sustainable change through post-normal learning processes, which we delineate as three ¡°modes of knowing.¡± By training students to practice these ways of knowing sustainability, they come to understand the ¡°how¡± of sustainable practice, process, and design, while allowing the ¡°what¡± of sustainability to emerge from group interaction in a collaborative context.
%K education
%K learning
%K colleges and universities
%K design
%K environmental engineering
%K sustainability
%U http://sspp.proquest.com/archives/vol9iss1/1108-025.dupuis.html