Integrative and transformative learning practices: engaging the whole person in educating for sustainability.

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dc.contributor.author Todesco, Tara
dc.date.accessioned 2012-12-18T21:13:32Z
dc.date.available 2012-12-18T21:13:32Z
dc.date.copyright 2012 en_US
dc.date.issued 2012-12-18
dc.identifier.uri http://hdl.handle.net/1828/4367
dc.description.abstract This thesis examines the tenets and approaches of integrative learning for sustainability, and critiques the adequacy and effectiveness of conventional, higher education practices in preparing students for what is an increasingly uncertain future. At the centre of this inquiry is the study of a fourth year, undergraduate field course from the School of Environmental Studies at the University of Victoria that took an integrative, whole-person approach to sustainability in light of integral systems theory. The course provided students with an experiential and integrative learning approach to the study of sustainability that sought to engage the multiple intelligences of students, issuing from their intellectual, physical, social, and spiritual dimensions. To support this process, the course aimed at meeting the needs associated with these facets through diverse learning experiences that included contemplative exercises, the development of a learning community, a critical examination of course readings and experience in service learning activities. The evaluative research of the course’s impacts examined the learning experiences from the students’ perspective to identify which experiences and approaches were most meaningful. The enquiry also investigated which, if any, of these experiences led to enduring personal transformation and/or community action. The methodology undertaken involved a phenomenological examination of two small group interviews with six of the participating students, as well as an analysis of the six students’ written reflection assignments. The results of this research show the effectiveness and impact of some of the distinctive approaches of the course, namely the powerful effects of experiential learning, community based learning and the provision of time and space for personal and group reflection. These activities supported students in broadening and changing their view of themselves, their sense community, as well as provided opportunities for students to engage in sustainable practices. en_US
dc.language English eng
dc.language.iso en en_US
dc.subject Integrative learning en_US
dc.subject meaningful learning en_US
dc.subject transformative learning en_US
dc.subject contemplative learning en_US
dc.subject community based learning en_US
dc.subject learning community en_US
dc.subject phenomenology en_US
dc.subject small group interviews en_US
dc.subject environmental studies en_US
dc.subject sustainability en_US
dc.title Integrative and transformative learning practices: engaging the whole person in educating for sustainability. en_US
dc.type Thesis en_US
dc.contributor.supervisor Taylor, Duncan M.
dc.degree.department School of Environmental Studies en_US
dc.degree.level Master of Arts M.A. en_US
dc.rights.temp Available to the World Wide Web en_US
dc.description.scholarlevel Graduate en_US

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