Advertisement

The Pursuit of Compassionate Hope: Repurposing the University Through the Sustainable Development Goals Agenda

  • Paul WarwickEmail author
  • Alun Morgan
  • Wendy Miller
Chapter

Abstract

Warwick, Morgan and Miller offer an important exploration of higher education for hope within the civic context of global social justice and environmental points of crisis. Focusing on the UN Sustainable Development Goals as a framework for societal change they look at ways that education can incubate hope through students’ compassionate civic action for the common good. By looking at the place-based pedagogical approach of service-learning, this chapter concludes with a case study of emerging practice at a UK University and highlights key challenges to engaging students with creating more sustainable futures in a local context.

References

  1. Bandura, A. (1989). Human Agency in Social Cognitive Theory. American Psychologist, 44(9), 1175.CrossRefGoogle Scholar
  2. Bandura, A. (2006). Toward a Psychology of Human Agency. Perspectives on Psychological Science, 1(2), 164–180.CrossRefGoogle Scholar
  3. Blewitt, J., & Cullingford, C. (2004). The Sustainability Curriculum: The Challenge for Higher Education. London: Earthscan.Google Scholar
  4. Bourn, D., & Morgan, A. (2010). Development Education, Sustainable Development, Global Citizenship and Higher Education: Towards a Transformative Approach to Learning. In V. Carpentier & E. Unterhalter (Eds.), Global Inequalities in Higher Education: Whose Interests Are You Serving? (pp. 268–286). London: Palgrave.Google Scholar
  5. Caspersz, D., & Olaru, D. (2017). The Value of Service-Learning: The Student Perspective. Studies in Higher Education, 42(4), 685–700.  https://doi.org/10.1080/03075079.2015.1070818.CrossRefGoogle Scholar
  6. Davis, D. R. (2013). Cognitive and Affective Outcomes of Short-Term Service-Learning Experiences: An Exploratory Study. International Journal for the Scholarship of Teaching and Learning, 7(2), 1–17. Google Scholar
  7. Drayson, R. (2015). Students Attitudes Towards and Skills for Sustainable Development: Executive Summary. York: HEA.Google Scholar
  8. Environmental Association for Universities and Colleges. (2017). The SDG Accord. Retrieved from http://www.eauc.org.uk/the_sdg_accord.
  9. Fink, L. D. (2013). Creating Significant Learning Experiences: An Integrated Approach to Designing College Courses (2nd ed.). San Francisco, CA: Jossey-Bass.Google Scholar
  10. Giles, D. E., Jr., & Eyler, J. (1994). The Theoretical Roots of Service-Learning in John Dewey: Toward a Theory of Service-Learning. Michigan Journal of Community Service Learning, 1(1), 7.Google Scholar
  11. Gruenewald, D. A. (2003). The Best of Both Worlds: A Critical Pedagogy of Place. Educational Researcher, 32(4), 3–12.CrossRefGoogle Scholar
  12. Herman, W. E., & Pinard, M. R. (2015). Critically Examining Inquiry-Based Learning: John Dewey in Theory, History, and Practice. Inquiry-Based Learning for Multidisciplinary Programs: A Conceptual and Practical Resource for Educators (pp. 43–62). Bingley: Emerald Group Publishing.Google Scholar
  13. Hicks, D. (2014). Educating for Hope in Troubled Times: Climate Change and the Transition to a Post-Carbon Future. London: Institute of Education Press, University of London.Google Scholar
  14. ICSU and ISSC. (2015). Review of the Sustainable Development Goals: The Science Perspective. Paris: International Council for Science.Google Scholar
  15. Jones, P., Selby, D., & Sterling, S. (Eds.). (2010). Sustainability Education: Perspectives and Practice Across Higher Education. London: Taylor & Francis.Google Scholar
  16. Kolb, D. (1984). Experiential Learning: Experience as the Source of Learning and Development. Englewood Cliffs: Prentice Hall.Google Scholar
  17. Korfmacher, K. S. (1999). A View from the Bottom of the Heap: A Junior Faculty Member Confronts the Risks of Service-Learning. In H. Ward (Ed.), Acting Locally: Concepts and Models for Service-Learning in Environmental Studies (pp. 77–88). Washington, DC: American Association for Higher Education.Google Scholar
  18. Lake, V. E., Winterbottom, C., Ethridge, E. A., & Kelly, L. (2015). Reconceptualizing Teacher Education Programs: Applying Dewey’s Theories to Service-Learning with Early Childhood Preservice Teachers. Journal of Higher Education Outreach and Engagement, 19(2), 93–116.Google Scholar
  19. Langstraat, L., & Bowdon, M. (2011). Service-Learning and Critical Emotion Studies: On the Perils of Empathy and the Politics of Compassion. Michigan Journal of Community Service Learning, 17(2), 5–14.Google Scholar
  20. Leong, J. (2007). High School Students’ Attitudes and Beliefs Regarding Statistics in a Service-Learning-Based Statistics Course (Dissertation). Georgia State University. https://scholarworks.gsu.edu/msit_diss/12.
  21. Manzo, L. C., & Devine-Wright, P. (Eds.). (2013). Place Attachment: Advances in Theory, Methods and Applications. London: Routledge.Google Scholar
  22. McInerney, P., Smyth, J., & Down, B. (2011). Coming to a Place Near You? The Politics and Possibilities of a Critical Pedagogy of Place-Based Education. Asia-Pacific Journal of Teacher Education, 39(1), 3–16.Google Scholar
  23. Mezirow, J. (1997). Transformative Learning: Theory to Practice. New Directions for Adult and Continuing Education, 74, 5–12.CrossRefGoogle Scholar
  24. Morgan, A. (2010). Place-Based Education Versus Geography Education? In G. Butt (Ed.), Geography, Education and the Future. London: Continuum.Google Scholar
  25. Orr, D. (1992). Ecological Literacy: Education and the Transition to a Postmodern World. Albany: Suny Press.Google Scholar
  26. Orr, D. (2011). Hope Is an Imperative: The Essential David Orr. Washington, DC. Island Press.Google Scholar
  27. Peterson, A., & Warwick, P. (2015). Global Learning and Education. Oxon: Routledge. Google Scholar
  28. Power, A., Bennett, D., Sunderland, N., & Bartleet, B-L. (2016). Reconceptualizing Sustainable Intercultural Partnerships in Arts-Based Service Learning. Engaging First Peoples in Arts-Based Service Learning (pp. 253–271). Berlin: Springer. Google Scholar
  29. Powers, A. L. (2004). An Evaluation of Four Place-Based Education Programs. The Journal of Environmental Education, 35(4), 17–32.CrossRefGoogle Scholar
  30. Semken, S., & Freeman, C. B. (2008). Sense of Place in the Practice and Assessment of Place-Based Science Teaching. Science Education, 92(6), 1042–1057.CrossRefGoogle Scholar
  31. Sipos, Y., Battisti, B., & Grimm, K. (2008). Achieving Transformative Sustainability Learning: Engaging Head, Hands and Heart. International Journal of Sustainability in Higher Education, 9(1), 68–86.Google Scholar
  32. Sobania, N. W. (Ed.). (2015). Putting the Local in Global Education: Models for Transformative Learning Through Domestic Off-Campus Programs. Sterling, VA: Stylus.Google Scholar
  33. Sterling, S., Maxey, L., & Luna, H. (2013). The Sustainable University: Progress and Prospects. London: Routledge.CrossRefGoogle Scholar
  34. Sterling, S., Glasser, H., Rieckmann, M., & Warwick, P. (2017). More Than Scaling Up: A Critical and Practical Inquiry into Operationalizing Sustainability Competencies. In P. B. Corcoran, J. P. Weakland, & A. E. J. Wals (Eds.), Envisioning Futures for Environmental and Sustainability Education (pp. 153–168). Wageningen: Wageningen Academic Publishers.Google Scholar
  35. Talloires Network. (2005). The Talloires Declaration on the Civic Roles and Social Responsibilities of Higher Education. Retrieved from https://talloiresnetwork.tufts.edu/wp-content/uploads/TalloiresDeclaration2005.pdf.
  36. Thomashow, M. (1999). Towards a Cosmopolitan Bioregionalism. In M. V. McGinnis (Ed.), Bioregionalism. London: Routledge.Google Scholar
  37. Thomashow, M. (2002). Bringing the Biosphere Home: Learning to Perceive Global Environmental Change. Cambridge: MIT Press.Google Scholar
  38. Tilbury, D. (2011). Education for Sustainable Development: An Expert Review of Processes and Learning. Paris: UNESCO.Google Scholar
  39. UNESCO. (1998). World Declaration on Higher Education for the Twenty-First Century: Vision and Action and Framework for Priority Action for Change. Retrieved from http://www.unesco.org/education/educprog/wche/declaration_eng.htm.
  40. UNESCO. (2014a). Roadmap for Implementing the Global Action Programme on Education Development. Paris: UNESCO. Retrieved from http://unesdoc.unesco.org/images/0023/002305/230514e.pdf. Date Accessed December 2, 2018.
  41. UNESCO. (2014b). Shaping the Future We Want: UNDESD Final Report. Paris: UNESCO.Google Scholar
  42. UNESCO. (2015). Rethinking Education: Towards a Global Common Good. Paris: UNESCO.Google Scholar
  43. UNESCO. (2016). Education 2030: Incheon Declaration and Framework for Action: Towards Inclusive and Equitable Quality Education and Lifelong Learning for all. Paris: UNESCO.Google Scholar
  44. UNESCO. (2017). Learning Outcomes for Education for Sustainable Development. Paris: UNESCO.Google Scholar
  45. United Nations. (2015). Resolution Adopted by the General Assembly on 25 September 2015: Transforming Our World: The 2030 Agenda for Sustainable Development. Retrieved from http://www.un.org/ga/search/view_doc.asp?symbol=A/RES/70/1&Lang=E. Date Accessed December 8, 2018.
  46. University of Plymouth. (2017). The Plymouth Compass. Retrieved from https://www.plymouth.ac.uk/your-university/teaching-and-learning/plymouth-university-compass. Date Accessed November 29, 2018.
  47. University of Plymouth. (2018). Education and Student Experience Strategy 2018–2023. Retrieved from https://www.plymouth.ac.uk/about-us/university-strategy/education-and-student-experience-strategy. Date Accessed December 12, 2018.
  48. WCED (World Commission on Environment and Development). (1987). Our Common Future. Report of the World Commission on Environment and Development.Google Scholar
  49. Wiek, A., Xiong, A., Brundiers, K., & S. van der Leeuw. (2014). Integrating Problem- and Project-Based Learning into Sustainability Programs: A Case Study on the School of Sustainability at Arizona State University. International Journal of Sustainability in Higher Education, 15(4), 431–449.Google Scholar
  50. Yorio, P. L., & Ye, F. (2012). A Meta-Analysis on the Effects of Service-Learning on the Social, Personal, and Cognitive Outcomes of Learning. Academy of Management Learning & Education, 11(1), 9–27.CrossRefGoogle Scholar
  51. YouGov. (2016). One in Four Students Suffer from Mental Health Problems. Retrieved from https://yougov.co.uk/news/2016/08/09/quarter-britains-students-are-afflicted-mental-hea/.

Copyright information

© The Author(s) 2019

Authors and Affiliations

  1. 1.University of PlymouthPlymouthUK

Personalised recommendations