Children and Sustainable Development Ecological Education in a Globalized World 1st Edition by Antonio Battro, Pierre Léna, Marcelo Sánchez Sorondo, Joachim von Braun 3319471303 9783319471303

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ISBN-10 :  3319471303 

ISBN-13 :  9783319471303

Author:   Antonio M. Battro, Pierre Léna, Marcelo Sánchez Sorondo, Joachim von Braun 

This book addresses the changes in education practices, especially basic education, necessitated by the global challenges of climate change and sustainable development and in a context characterized by increasing poverty and inequality, migration and refugees.  Written by a range of international scholars, scientists and grassroots practitioners from Africa, Latin America, Asia (India, China, Malaysia) and Europe, the individual contributions focus on education policies and child development in various social contexts. Case-based experiences from both developed and developing countries provide inspiration and shed new light on the fundamental changes needed to adapt existing school systems and teacher training to face the challenges of the future. In this regard, the need to empower children themselves is emphasized. All contributions are based on a Workshop hosted in November 2015 by the Pontifical Academy of Sciences at the Vatican entitled “Children and Sustainable Development: A Challenge for Education” and follow three other significant events on sustainable development in 2015, namely the publication of Laudato Si’, the Encyclical Letter from Pope Francis, the release of the United Nations Sustainable Development Goals, and the COP21 Conference in Paris.  

Children and Sustainable Development Ecological Education in a Globalized World 1st Table of contents:

1 Educating Children to Bend the Curve: For a Stable Climate, Sustainable Nature and Sustainable Hum
Abstract
1.1 How Did We Get Here?
1.2 What Do We Need to Do?
1.3 Educating Children: Cultivating a Critical Eye and a Hopeful Heart
1.4 What Do the Educators Need to Know?
1.5 Cross Cultural Ways to Educate the Children: The Use of Metaphors?
1.6 Metaphor is Needed for Inclusion and Unity
1.7 Metaphors for Education
1.8 Developing a Hopeful Heart: What is Agency?
1.9 How Do We Prepare the Young to Be Agents of Change?
1.10 Moving Forward
References
2 Children as Agents of Change for Sustainable Development
Abstract
2.1 Introduction
2.2 Concept of Childhood and of Children’s Agency
2.2.1 Defining the Concept’s Elements
2.2.1.1 Ethical, Religious, and Historical Perspectives
2.2.1.2 Conceptual Framework
2.3 Promising Examples for Children as Agents of Change for Sustainability
2.4 Fostering Children’s Agency Through ICT
2.5 Implications for Education Policy and Sustainability Actions
References
3 Notes on Child Labor and Education: A Personal Statement
Abstract
References
4 Scholas Citizenship
Abstract
4.1 What We Do
4.1.1 Issues Selection
4.1.2 Immersion Week
4.2 Why We Do What We Do?
4.2.1 Why Do Students Select the Issues They Are Going to Work with?
4.2.2 Why Do Students Work on Concrete Projects?
4.2.3 Why Do We Encourage Sports, Arts, and Play?
References
5 Learning, Literacy and Sustainable Development: Inclusion, Vulnerability and the SDGs
Abstract
5.1 Commitments to Education and Development
5.1.1 Learning and Literacy
5.2 Globalization
5.2.1 Historical Background
5.2.2 Demographic Change
5.2.3 Migration
5.3 Climate and Environmental Change
5.3.1 Background
5.3.2 Climate Prognosis
5.3.3 Types and Timing of Sustainability
5.4 Literacy, Schooling and Sustainability
5.4.1 Literacy and Environmental Literacy
5.4.2 Complex Thinking
5.4.3 Risk Reduction
5.5 Vulnerability and Sustainability
5.5.1 Vulnerability and the Poor
5.5.2 Literacy, Agriculture and Sustainability
5.5.3 Literacy, Health and Sustainability
5.6 Implications for the SDG Era
5.7 Conclusions and Recommendations
References
6 Educating Students to Sustainability: The Experience of “La main à la pâte”
6.1 Introduction: Sustainability: A Recent Concern
6.2 Sustainable Development: What Is It?
6.3 Education for Sustainable Development (ESD): Why and How?
6.3.1 A Controversial Approach
6.3.2 Importance of Interdisciplinarity
6.3.3 Importance of the School Environment
6.4 The Specific Contribution of Science Education to ESD
6.4.1 Less Emotion, More Reason!
6.4.2 Inquiry-Based Science Education (ISBE): What Is-It?
6.5 “La main à la pâte” Experience in ESD
6.5.1 Example of an ESD Project Dealing with Health: “Living with the Sun”
6.5.2 Example of an ESD Project Dealing with Climate Change: “the Climate, My Planet… and Me!”
6.5.3 Other ESD Projects from “La main à la pâte”
6.6 Conclusion
References
7 Evidence Based Education and the UN Sustainable Development Goals (SDGs) 2016–2030
Abstract
7.1 Introduction
7.2 The UN Sustainable Development Goals (SDGs) 2016–2030
7.3 UN Millennium Development Goals (MDGs) 2000–2015
7.4 From the MDGs to the SDGs
7.5 Children and Sustainable Development: A Challenge to Education
7.6 New Challenges of Inquiry Based Science Education for All
Reference
8 The Sustainable Planet: Towards an Education for Sustainability
Abstract
8.1 The Sustainable Planet or How to Interrupt the “Globalization of Indifference”
8.2 The Sustainable Planet as a Unifying Purpose-Giving Narrative
References
How Could Education Evolve in a Diversity of Contexts?
9 Education for Sustainable Development
Abstract
9.1 Introduction
9.2 PART I: Why the SDGs Specifically Concerning ‘Education’ Are Too Conventional
9.3 PART II: There Is an Alternative
9.3.1 Connectivity
9.3.2 Cost
9.3.3 Competence
9.4 PART III: Distilling the Lessons: Combining Them to Educate for Sustainable Development
9.4.1 Relevance
9.4.2 Adaptability
9.4.3 Participation
9.5 Conclusion
References
10 Low Attainers in a Global Knowledge Economy
Abstract
10.1 Introduction
10.2 Progress
10.3 Labels and Definitions
10.4 Old and New Eugenics
10.5 Low Attainers in England
10.5.1 Definitions of Lower Attainers
10.6 The USA
10.6.1 Definitions of Lower Attainers
10.7 Germany
10.7.1 Definitions of Lower Attainers
10.8 Malta
10.8.1 Definitions of Lower Attainers
10.9 Finland
10.9.1 Definitions of Lower Attainers
10.10 Low Attainers and Sustainability
10.11 Conclusions
References
11 Unequal World, Unequal Education
Abstract
11.1 Inequalities Between the Developing and the Developed Worlds
11.2 Education Inequalities Among Developing Countries
11.3 Inequalities Among Developed Countries
11.4 Conclusion
References
12 Fe y Alegría and the Educational Challenges and Opportunities of Our World
Abstract
12.1 History of Fe y Alegría
12.2 Our Mission
12.3 Our Model
12.4 Our Proposal: Popular Education
12.5 Our Education Programs
12.6 Our Reach
12.7 Initiatives to Face the Main Challenges of Education
12.7.1 Access
12.7.2 Quality
12.7.3 Dis-connection with the Real Life and Economy
12.7.4 Values, Sustainability and Citizenship
References
13 A Bright Start for Every Child Education in Rural China
Abstract
13.1 Context
13.2 Early Child Development Services and Challenges in China
13.3 Assuring Children’s Equitable Development: CDRF Action
13.4 ECD Interventions: CDRF Accomplishments
13.4.1 Five Examples of the Foundation’s Accomplishments in ECD Interventions Are Described Below
13.4.1.1 Nutrition Improvement Program in Rural Schools
13.4.1.2 Village Early Education Center (VEEC) Project
13.4.1.3 Ying Yang Bao (Nutrition Sachet) Program
13.4.1.4 Parenting and Early Child Development Interventions
13.4.1.5 Evaluation of Secondary Vocational Education
13.5 Reaching More Children by 2020
13.6 Government Policy: Linking Innovation to Action
13.7 Lessons Learned
13.8 Conclusion
References
14 AmritaRITE: A Holistic Model for Inclusive Education in Rural India
Abstract
14.1 Introduction
14.2 Challenges Specific to Remote and Rural Education
14.3 AmritaRITE Goals
14.4 AmritaRITE Methodology
14.4.1 Inclusivity
14.4.2 Multilingual Mobile Learning
14.4.3 Schooling and Teacher Training
14.4.4 Awareness and Value-Based Education
14.4.5 Getting Girls Back to Education
14.4.6 Participatory Learning: Integrating Health, Social Equality and Sustainability Education
14.5 Discussion and Conclusion
Acknowledgments
References
15 The Assumpta Science Center Ofekata—Owerri (ASCO): An Initiative of International University Co
Abstract
15.1 Laudato Si and Science Education
15.1.1 Pope Francis Sets Science on Public Agenda
15.1.2 Returns Science and Technology to the Real World and Society
15.1.2.1 Religious and Cultural Roots of Curiosity and Interest in Science and Technology
15.1.2.2 Youth Crisis
15.1.2.3 The Emperor Is Really Naked
15.2 Informal Science Learning in Science Centers
15.3 So What Is the ASCO Initiative?
15.3.1 ASCO Objectives
15.3.2 Target Audience
15.3.3 Who Are the Protagonists in ASCO?
15.3.4 ASCO Origins
15.3.5 ASCO Current Activities
15.3.6 ASCO Actions in Ecological Education
15.3.6.1 Using Science to Raise Awareness
15.3.6.2 Scientific Ignorance and Illiteracy Induce Collusion in Ecologically Unhealthy Actions
15.3.6.3 The Butterfly Effect
15.3.6.4 Inculcating Habit of Caring for Ecological Impact of ST Activity
15.4 Evaluation of ASCO Initiative so Far
15.5 Constraints and Challenges
15.6 Discussion
15.6.1 Religiosity of Developing African Populations
15.6.2 African Poverty
15.6.3 Science and Technology Education in Africa
15.6.3.1 Missionary Schools Provide First Contacts and Exposure to ST Culture
15.6.4 The Myth of Learned Helplessness of Black Africans in Alien Science and Technology
15.6.5 Scourges of Boko Haram and Similar Movements on Science and Technology Culture
15.6.6 Argument of African Students in Diaspora: The African Child Is an Expert of His Local Environ
15.6.7 Is Science and Technological Reasoning Truly Alien to Africa?
15.6.8 Socio-Cultural Approach to Science Education in Africa for Sustainable Development
15.6.9 Need for Informal Science Learning Initiative in Africa
15.6.10 ASCO Initiative Answers to This Need
15.7 Conclusion
References
Children, Students and Teachers
16 Formative Childhood from a Neurobiological Perspective
Abstract
16.1 Introduction
16.2 Epigenesis, Cultural Evolution and the Role of Education
16.3 The Constructivistic Nature of Perception and Concepts of Tolerance
16.4 The Fallacies of Complexity
References
17 “I Hold Your Foot:” Lessons from the Reading Brain for Addressing the Challenge of Global Li
Abstract
17.1 Background
17.2 Principles from Neuroscience and the Formation of the Reading Brain
17.3 Principles of Technology Development, Design, and Implementation
17.4 Data Collection
17.5 Overview of Deployments
17.6 Summary of Preliminary Evidence
17.6.1 Literacy Data
17.6.2 Engagement
17.7 Lessons We Have Learned for Other Initiatives
17.8 Next Iterations and Directions
17.8.1 Content Expansion
17.8.2 Facilitating Peer Learning
17.9 Summary
References
18 Scientific Learning and Education for Human Security and Well-Being
Abstract
18.1 Introduction
18.2 The Idea of Evolutionary Pedagogy
18.3 What Is Evolutionary Pedagogy?
18.3.1 Perspective of Physics to Understand Evolution
18.3.2 Process of Evolution that Corresponds with Development After Birth
18.3.3 Development of the Neural System and Corresponding Process of Evolution
18.3.4 Influence of the Recapitulation Theory
18.4 Theory of Spiral Education
18.5 Nurturing a Scientific Mind-Set
18.6 Conclusion
Acknowledgments
References
19 Children Facing Screens: An Educational Project for Helping Children Develop Their Critical Think
Abstract
19.1 Introduction
19.2 Children’s Preparedness to Learn and the Limits of Natural Knowledge. Two Examples
19.2.1 Social and Moral Skills
19.2.2 The Natural Understanding of the Biological World
19.2.3 The Role of Experience in the Understanding of Biodiversity
19.3 Education and Cognitive Science: Favoring Critical Thinking, Social, Emotional Skills and Well
19.3.1 Screens, Brains, and Children
19.3.2 Cognitive Science and Education: How to Favor a Fruitful Encounter
References
20 What a Child of the XXI Century Should Know About the Origin and the Evolution of Man
Abstract
21 Teacher Power
Abstract
21.1 Pope Francis’ Encyclical Laudato Si’: On Care for Our Common Home
21.2 Teaching as a Natural Cognitive Ability
21.3 The Development of Teaching from Infancy to Adulthood
21.4 Children as Teachers
21.5 The Spirituality of Teaching
References
22 Professional Development of Teachers at the Science Learning Centres in the UK
Abstract
22.1 Why I am Optimistic
22.2 The Need for Teachers’ In-service Professional Development
22.3 The Science Learning Centres in the UK
References
23 Qualifying Teachers for Science in Latin America
Abstract
23.1 General Objective of the Courses for Teachers
23.2 Specific Objectives: Four Fundamental Concepts
23.2.1 Opinions of Secondary School Students
23.2.2 Opinions of Teachers
23.2.3 Opinions of doctoral students
References
24 Formation of Schoolteachers in Haïti: The TEH Program
Abstract
24.1 Quantitative Data on Education in Haiti
24.1.1 The Pupils
24.1.2 The Teachers
24.1.3 The Schools
24.1.4 A Declaration of President Michel Martelly (08-08-2014)
24.1.5 The Major Issue in Haïti
24.2 The TEH Program
24.2.1 Origin
24.2.2 Definition
24.2.2.1 Themes
24.2.3 The EFACAP Network of MENFP
24.2.4 The Four TEH Principles
24.2.4.1 Humility
24.2.4.2 Iteration (Fig. 24.1)
24.2.4.3 Appropriation
24.2.4.4 Investigation
24.2.5 The Flow of Operations
24.2.6 TEH in 2012–2013–2014
24.2.7 Teaching Resources
24.2.7.1 Teaching Resources (1)
24.2.7.2 Teaching Resources (2)
24.2.8 A Year of Transition: 2014–2015
24.2.9 The 2015 External Evaluation
24.2.10 Perspectives
24.2.11 Immediate Action
24.3 Extension of the Program
References
25 Addressing the First Teachers: Education and Sustainable Development for Children, Families and C
Abstract
25.1 Introduction
25.2 Background—Amrita University and AMMACHI LABS
25.3 Overview of AMMACHI Labs’ Women Empowerment Approach
25.4 Case Study—WE: Sanitation Project
25.5 Approach
25.6 Awareness
25.7 Training
25.8 Implementation
25.9 Maintenance
25.10 Community Development
25.11 Behavioral Change
25.12 Conclusion
Acknowledgments
References
The Voice of Children and Teenagers on Sustainability and Climate Change
26 Contributions of Students and Debate
Abstract
26.1 Introduction
26.2 Students from Ross School, East Hampton, NY, USA
26.3 Students from United World College Robert Bosch, Freiburg, Germany
26.4 Students from Lycée Charles-Péguy, Bobigny, France
26.5 Students from Istituto Comprensivo “A. Volpi,” Cisterna Di Latina, Italy; Liceo Scientifico
26.6 Principles and Guidelines for Educators, All Students
26.7 General Discussion
27 Youth Declaration of Principles and Guidelines for Education
27.1 Declaration of Principles
27.2 Guidelines for Education
Values and Perspectives
28 Biospheric Consciousness: A Moral and Ethical Imperative for Education
Abstract
28.1 Introduction
28.2 Video Presentation
References
29 Ethics and Education in Pakistan: Principles, Policies and Practice
Abstract
29.1 Ethics and Education in Pakistan: Principles
29.2 Ethics and Education in Pakistan: Policies
29.2.1 State Obligation to Education
29.3 Education System in Pakistan
29.3.1 Primary
29.3.2 Secondary
29.3.3 Higher Secondary/Intermediate/College
29.3.4 Tertiary Education/University
29.3.5 Vocational Education
29.4 Parallel Systems of Education in Pakistan
29.4.1 Public Sector Schools
29.4.2 Private Sector Schools
29.4.3 Madrasahs
29.5 Ethics and Education in Pakistan: Practices (Facts)
29.6 Conclusion
References
30 Education, a Renewable Energy?
Abstract
30.1 Education, Drilling for Renewable Energy
30.2 Education a Form of Fair Trade
30.3 Education, Sustainable Development
References
31 Recommendations Issued from the Participants
Abstract
31.1 Summary
31.1.1 Justice in Access to Quality Schooling
31.1.2 Learning Goals for All Students
31.1.3 New Educational Paradigm
31.1.4 Teaching and Learning Technologies
31.1.5 Youth as Agents of Change
31.1.6 Scientists and Scholars
31.1.7 Leadership, Policy, and Funding
31.2 Sustainability Issues to Be Addressed by Education in New Ways
References
32 “Before Using This Device, Please Consult the Manual”: The Challenges of Sustaining Language,
Abstract
32.1 Children and Sustainable Development: The Role of a “Manual of Life”
32.2 Education: The Art of Developing and Handing Over “Manuals of Life”
32.3 The Context and Function of Education
32.3.1 Globalization and the Globalized Contexts of Education: Pluralistic (Multi-ethnic, Multi-cult
32.4 Multi-cultural and Multi-religious Education
32.5 Colonialism, the Past, and the Doing of Education

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