Abstract

In this paper, we address the challenge of translating the concept of resilience into effective educational strategies. Three different cognitive dimensions (ontological, epistemological and axiological) that underpin assumptions held about the nature of nature, the nature of knowing and the nature of human nature are identified. Four case studies from higher education in the USA, The Netherlands, Sweden and the UK are presented, which illustrate how learners can be encouraged to confront their ontological, epistemic and axiological positions and appreciate the positions of others. The cases all emphasize experience as the source of learning and explore how learning experiences can be designed to facilitate transformations at the individual level that might foster resilience at the social-ecological system levels. We argue that the epistemic dimension deserves greater attention among educators and that epistemic development is crucial for those working with social-ecological systems as a foundation for building resilience.

Keywords

resilience; social-ecological systems; learning systems; social learning; experiential learning; epistemic development; environmental education

Published in

Environmental Education Research
2010, Volume: 16, number: 5-6, pages: 559-573
Publisher: ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD

SLU Authors

• Sriskandarajah, Nadarajah

  • Department of Urban and Rural Development, Swedish University of Agricultural Sciences
    

Sustainable Development Goals

Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all


UKÄ Subject classification

Environmental Sciences


Publication identifier

DOI: https://doi.org/10.1080/13504622.2010.505434

Permanent link to this page (URI)

https://res.slu.se/id/publ/47833