Название | The Wiley Handbook of Sustainability in Higher Education Learning and Teaching |
---|---|
Автор произведения | Группа авторов |
Жанр | Прочая образовательная литература |
Серия | |
Издательство | Прочая образовательная литература |
Год выпуска | 0 |
isbn | 9781119852834 |
70 de Ruyter, D.J. and Steutel, J.W. (2013). The promotion of moral ideals in schools; what the state may or may not demand. Journal of Moral Education. 42 (2): 177–192.
71 Salzberg, S. (1995). Loving‐Kindness: The Revolutionary Art of Happiness. Boston, MA: Shambhala.
72 Salzberg, S. (2005). The Force of Kindness: Change Your Life with Love and Compassion. Boulder, CO: Sounds True.
73 Sanderse, W. (2012). Character Education: A Neo‐Aristotelian Approach to the Philosophy, Psychology and Education of Virtue. Delft: Eburon Academic Publishers.
74 Sanderse, W. (2013). The meaning of role modelling in moral and character education. Journal of Moral Education. 42 (1): 28–42.
75 Sandler, R. (2018). Environmental Ethics. New York: Oxford University Press.
76 Schwartz, B. and Sharpe, K.E. (2006). Practical wisdom: Aristotle meets positive psychology. Journal of Happiness Studies. 7 (3): 377–395.
77 Sherman, N. (1989). The Fabric of Character: Aristotle's Theory of Virtue. Oxford: Clarendon Press.
78 Sipos, Y., Battisti, B., and Grimm, K. (2008). Achieving transformative sustainability learning: engaging head, hands and heart. International Journal of Sustainability in Higher Education. 9 (1): 68–86.
79 Steffen, W., Broadgate, W., Deutsch, L. et al. (2015). The trajectory of the Anthropocene: the great acceleration. The Anthropocene Review. 2 (1): 81–98.
80 Sterling, S. (2011). Transformative learning and sustainability: sketching the conceptual ground. Learning and Teaching in Higher Education. 5 (11): 17–33.
81 Tilbury, D. (2011). Higher education for sustainability: a global overview of commitment and progress. Higher Education in the World. 4 (1): 18–28.
82 Treanor, B. (2014). Emplotting Virtue: A Narrative Approach to Environmental Virtue Ethics. New York: Suny Press.
83 UNCED (1992). Report of the United Nations Conference on Environment and Development, Rio de Janeiro. New York: United Nations.
84 UNECE (2012). Learning for the future. Competences in education for sustainable development. Geneva: UNECE.
85 UNESCO (2005). UN Decade for Education for Sustainable Development (2005–2014). Paris: UNESCO.
86 UNESCO (2008). Education and the search for a sustainable future, policy dialogue 1: ESD and development policy. UNESCO. https://archive.erisee.org/sites/default/files/UNESCO‐Education%20and%20the%20search%20for%20a%20sustainable%20future%20%282009%29.pdf (accessed 23 July 2021).
87 Upton, C. (2017). Meditation and the cultivation of virtue. Philosophical Psychology. 30 (4): 373–394.
88 Vare, P. and Scott, W. (2007). Learning for a change: exploring the relationship between education and sustainable development. Journal of Education for Sustainable Development. 1 (2): 191–198.
89 Waddock, S. (2010). Finding wisdom within—the role of seeing and reflective practice in developing moral imagination, aesthetic sensibility, and systems understanding. Journal of Business Ethics Education. 7: 177–196.
90 Wals, A.E. (2010). Mirroring, gestalt switching and transformative social learning: stepping stones for developing sustainability competence. International Journal of Sustainability in Higher Education. 4: 380–390.
91 Wals, A.E. (2011). Learning our way to sustainability. Journal of Education for Sustainable Development 5 (2): 177–186.
92 Wals, A.E. and 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: 221–232.
93 Werhane, P.H. (2002). Moral imagination and systems thinking. Journal of Business Ethics. 38 (1): 33–42.
94 Werhane, P.H. (2008). Mental models, moral imagination and system thinking in the age of globalization. Journal of Business Ethics. 78 (3): 463–474.
95 Wiek, A., Bernstein, M.J., Foley, R.W. et al. (2015). Operationalising competencies in higher education for sustainable development. In: Routledge Handbook of Higher Education for Sustainable Development (ed. M. Barth, G. Michelsen, M. Rieckmann and I. Thomas), 265–284. London: Routledge.
96 Williams, A., Kennedy, S., Philipp, F., and Whiteman, G. (2017). Systems thinking: a review of sustainability management research. Journal of Cleaner Production. 148: 866–881.
97 Winston, J. (2006). Beauty, goodness and education: the arts beyond utility. Journal of Moral Education. 35 (3): 285–300.
98 Yearley, L.H. (1990). Mencius and Aquinas: Theories of Virtue and Conceptions of Courage, vol. 2. Albany: State University of New York Press.
Notes
1 1 A mostly cited definition of neoliberalism is provided by Harvey (2005, p. 2) as “a theory of political economy that proposes that human well‐being can best be advanced by liberating individual entrepreneurial freedoms and skills within an institutional framework characterized by strong private property rights, free markets, and free trade.”
2 2 As we explained in the Introduction, our standpoint is mainly that of higher education. However, the arguments provided and the pedagogies suggested to develop phronesis might well be applicable to all educational levels.
Конец ознакомительного фрагмента.
Текст предоставлен ООО «ЛитРес».
Прочитайте эту книгу целиком, купив полную легальную версию на ЛитРес.
Безопасно оплатить книгу можно банковской картой Visa, MasterCard, Maestro, со счета мобильного телефона, с платежного терминала, в салоне МТС или Связной, через PayPal, WebMoney, Яндекс.Деньги, QIWI Кошелек, бонусными картами или другим удобным Вам способом.