Lead Guest Editor David Crookall, Université Côte d’Azur, France (retired) Guest Editors Melania Borit & Charlotte Weber, UiT - The Arctic University of Norway Gillian Bowser, Colorado State University, USA Margaret Brocx, Murdoch University, Australia David Kolb, Experiential Learning Systems, USA Chris Skinner, University of Hull, UK Warren Thorngate, Carleton University, Canada
Are you concerned or even passionate about making the Earth sustainable? Are you learning, or do you help others to learn about, sustainability? Do you consider that experience is an important way in which people learn? Do you consider ethics to be important in learning (about) sustainability?
If answered 'yes' to any of those questions, you are encouraged to contribute to this article collection (special issue) of Sustainable Earth, ISSN: 2520-8748, Editors-in-Chief Peter Newman, Curtin University, Australia, Xiaoling Zhang, City University of Hong Kong, Hong Kong published by Springer Nature https://sustainableearth.biomedcentral.com/about
Learning is a relatively new concern in sustainability. Much attention has been given to sustainability education, especially in tertiary level education systems, but rather less on how people learn about sustainability and to become sustainable, especially from experience.
Sustainability has traditionally been defined with three pillars: social, environment, economic. We seem to have forgotten a fourth pillar, learning, without which none of the other three could ever be sustainable or constitute a solid element in sustainability.
The objective of this interdisciplinary article collection is to examine and improve the learning of sustainability; it is to build, as it were, a fully sustainable concept of sustainability. It is to develop and broaden the realization that learning is a crucial component of sustainability and to make explicit the practice of learning in sustainability. If the world (people, institutions, education, science, organizations, professional associations, research, industry, governments, etc.) pays insufficient attention to this pillar of learning, then sustainability will at best simply hobble along, at worst wither and even die, taking humanity with it.
We wish to examine how people and communities typically learn about sustainability, learn to become and be sustainable, learn to help others learn, learn about helping others learn, sustainability. We wish to examine, make explicit and and improve what it is to learn sustainability – as a way of life, as second nature, just as we learn language, culture and maths, often from direct or vicarious experience.
We welcome articles from ordinary citizens, scientists, trainers, citizen scientists and learners, especially those who have learnt from their experience of the Earth (eg, through floods, adventure, tsunamis, exploration, earthquakes, rescue missions, professional work, disasters, travel, etc). A wide range of structured experiential learning types is of interest, such as debriefing, simulations, Companion Modelling, role-play, field work, internships, field trips, games, school outings, voluntary work, project work, etc.
Learning and sustainability
Experience and learning for a sustainable Earth
Experiential learning for sustainability
Ethical dimensions of experiential learning for sustainability
Processing experience of the Earth to turn it into learning sustainability
Processing experience of the Earth to turn it into learning
Experience and ethics in learning for a sustainable Earth
Ethical ways of learning about the Earth and sustainability
Experience of learning sustainability ethics
Please consider submitting an article proposal if you:
Are a sustainability or climate change workshop facilitator;
Are concerned or even passionate about making the Earth sustainable;
Are learning, or helping others to learn, about sustainability;
Consider that experience is an important way in which people learn sustainability;
Consider ethics to be important in learning (about) sustainability;
Are an environmental educator, using participatory learning methods;
Have a story to tell about helping the Earth to become more sustainable;
Would like to share your own learning experience in sustainability;
Are a sustainability or climate change citizen scientist.
This interdisciplinary article collection focuses on the intersection or nexus of several areas: experiential learning,sustainability, the Earth and ethics. They can be summed up in the sentence “the role of experience and ethics in learning about the Earth and about sustainability” or “how experience helps us to learn ethically about sustainability”.
All aspects of learning sustainability are of interest, including the 17 SDGs (Sustainable Development Goals), oceans and climate change.
A wide range of experiential learning types is covered, such as simulations, disaster experience (eg, tsunami, earthquake), Companion Modelling, role-play, internships, adventure, field trips, games, school outings, voluntary work, project work, etc.
We welcome articles from Earth, sustainability and social scientists, from organizers of learning experience (eg, eg, educators, trainers, pedagogues) and also from people (ordinary citizens, NGO workers, journalists) who have learnt from their experience of the Earth (eg, through, floods, tsunamis, earthquakes, etc) or who have helped others learn from their experience in informal settings.
How do we get people to learn effectively about, and become responsible for, existentially important aspects of Earth and its social system? How do we get leaders of all kinds to learn about this stuff; how do we get people to learn enough to vote for leaders who act according to what the science says? How do we get Earth citizens to learn to make their planet and society sustainable? How? Those are a few of the fundamental questions that this article collection will strive to address.
This will embrace the above-mentioned areas, including climate change; the Earth cannot be sustainable if the climate is out of whack. The emphasis will be on learning, with a focus on various forms of experiential learning - probably the most common way in which humans and animals learn. The issue will not go (much) into educational stuff, like curricula, exams, programme evaluation and the usual fare of topics in journals on institutional environmental education - except maybe to insist that education systems need to make experiential sustainability and climate learning a central component of all courses in all disciplines, from primary to tertiary, round the world.