Graham Scholars Program: sustainability education through an interdisciplinary international case study

A course for upper division undergraduate students was developed in response to a request for a cross-disciplinary course in environmental sustainability with an emphasis on an international issue. The topic selected for the course focused on the energy needs for Chile and a proposal for five hydropower projects on the Baker and Pascua Rivers in the Patagonia area. Collaborations between the University of Michigan (USA) and the University of Concepción (Chile) to develop the course led to a plan to offer a parallel course at both universities, with the students of both courses participating in a site visit to Patagonia. The courses were structured to enhance learning through interdisciplinary team-based activities. The courses were taught in a seminar format, with invited lecturers to provide background information on technical, environmental, economic, social, and political issues surrounding hydropower development in general and the proposed projects in particular. The students combined this information with insights obtained during the site visit to prepare a variety of course products, notably an assessment of the concerns of the various affected stakeholder groups. Assessment of the course outcomes is discussed.     

Educational initiative of Osaka University in sustainability science: mobilizing science and technology towards sustainability

One of the most important and yet difficult challenges that modern societies face is how to mobilize science and technology (S&T) to minimize the impact of human activities on the Earth’s life support systems. As the establishment of inter-disciplinary education programs is necessary to design a unified vision towards understanding the complexity of human nature, the Research Institute for Sustainability Science (RISS) launched a new program on sustainability science in April 2008. The program expects to address the issue of how to use knowledge more effectively to understand the dynamic interactions between nature and human society. This paper first offers an overview of international and Japanese initiatives on sustainability education in which we highlight the uniqueness of the attempt by the Integrated Research System for Sustainability Science (IR3S). The paper then introduces the RISS program for sustainability science, addressing the principles and curriculum design of the program. The paper discusses the main problems and constraints faced when developing the program, such as institutional barriers in building a curriculum and obtaining cooperation from faculty. To challenge these barriers and limitations, the RISS uses the program as a platform to disseminate the idea of sustainability science across the university. This attempt helps us to obtain the continuing cooperation necessary to improve and maintain the program.

Air Quality Survey Carried Out by Schoolchildren: An Innovative Tool for Urban Planning

An educational project on biological monitoring of air quality was launched in 2004 to involve about 650 young students (age 6 to 16) from 21 schools of nine municipalities in Tuscany (Central Italy) in active detection of the crucial pollutant ozone with indicator sensitive tobacco seedlings. Results implied the reading of 9,300 raw biological figures and were fortified by the data captured by six photometric analysers. Under the guidance of their teachers, the students had several opportunities to practice with many basic and applied study areas and were initiated into the scientific method in a simple and absorbing manner. Curiosity and involvement were widespread; a sort of emotional and responsible relationship was developed by several pupils. Though primarily an educational exercise, the survey introduced a research element and the regional picture of air pollution that emerged has increased our knowledge of the air quality situation in the area. Biological monitoring of air quality is a powerful tool to improve the awareness and involvement in key topics of environmental education. In addition, it represents a crucial element for improving the awareness of problems and implies the active participation of citizens in the assessment of several indicators of the state of the environment. Its potential as a robust implement in landscape and urban planning is noteworthy.     

提高国民文化教育水准是社会可持续发展的根本保证

教育是使经济和社会可持续发展的重要战略内容,针对我国国情和当前存在的问题,本文提出必须十分注重在普通教育、高等教育以及在全体国民、尤其是在各行各业的各级领导和管理干部中加强可持续发展的教育,并提出了一系列可行的措施,这是社会可持续发展的根本保证。     

The Misdiagnosis: Rethinking “Nature-deficit Disorder”

This study examines and critiques “nature-deficit disorder” (NDD), Richard Louv's popular theory of how and why children are alienated from nature. Specifically, I explore NDD within the context of one forest conservation education program that aligns with and operationalizes Louv's message. Underlying Louv's and forest educators' discourses are culturally specific assumptions about human-nature relationships. Both evoke a fall-recovery narrative—that children are separated from nature and must return—and promote science and naming to reconnect. I argue that, in the absence of deeper cultural examination and alternative practices, NDD is a misdiagnosis—a problematic contemporary environmental discourse that can obscure and mistreat the problem. I call on adults to rethink human-nature disconnectedness by returning to the psyche, digging deeper to the problem's cultural roots, and using nontraditional communication practices such as emotional expression and non-naming.     

煤矿管理者教育经历与煤矿安全生产关联性分析

为探讨煤矿管理者的教育经历与煤矿生产和安全的关系,在分析事故致因理论和教育收益理论基础上,使用明瑟收益率模型,构建煤矿矿长文化程度、受教育时长、从业时长等个人教育经历与煤矿生产能力和安全水平的关系假设,并结合全国煤矿矿长调研活动收集的数据进行实证分析.结果表明:煤矿矿长的文化程度、受教育时长、从业时长与煤矿企业的生产存...     

The relationship between demographic/educational parameters and perceptions,knowledge and earthquake mitigation in Israel

Perceptions, knowledge and mitigation are factors that might play a role in preventing injury and loss of life during a major earthquake.² Little is known about the relationships between different demographic and educational parameters and these factors. A national representative sample of 495 adults was investigated in order to determine the relationship between demographic and educational parameters in terms of the perceived threat, perceived coping, knowledge and mitigation of earthquakes in Israel. Compared to females, males perceived the threat of earthquakes to be lower (t=3.183, p=0.002), manifested higher levels of perceived coping (t=2.55, p=0.011), and had higher levels of earthquake related knowledge (t=2.047, p=0.041). We conclude that there are gender differences in perceptions and knowledge regarding earthquakes.     

Education for Change

The author uses two publications, Fighting Poverty in the US and Europe (Alesina and Glaeser) and Poetry magazine, to underscore the important role that educational institutions play in developing a person’s political philosophy and imagination. European nations, for instance, have better funded social welfare programs than the US because their system of public education incorporates more liberal or left-leaning teachings into their standard curricula. The author sees implications for a more intentional approach to education in the US for those who are interested in changing the food system. If American educational institutions viewed their role as producing food competent citizens, he argues, then we would be more successful in addressing obesity, promoting a more sustainable food system, and even reducing poverty. Food system activists, dieticians and nutritionists, parents, and elected officials should take a more aggressive position with educational institutions to develop programs, services, and curricula capable of achieving these ends.     

加强文化素质教育培养高质量优秀人才

文化素质教育是整个素质教育的基础.加强文化素质教育是时代发展的要求,教育改革的需要,大学生全面发展和健康成长的举措.要转变观念,加强领导,采取措施,拓宽途径,把文化素质教育贯穿于大学教育的全过程.文化素质教育的目标是促进大学生实现由“三无“到“三懂“的转变,提高人才的综合素质.