Education for sustainable development in higher education: evaluating coherence between theory and praxis
Autor(a) principal: | |
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Data de Publicação: | 2015 |
Outros Autores: | , , , |
Tipo de documento: | Artigo |
Idioma: | eng |
Título da fonte: | Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
Texto Completo: | http://hdl.handle.net/10773/21703 |
Resumo: | Universities are an important part of the process of change taking place in society. However, this is often overshadowed by these institutions giving priority to technocratic models in the relationship between science and society. In this context, according to Habermas, theories can serve to clarify practical questions and guide praxis into the right actions (social emancipation and rational autonomy). Habermas introduces the need to evaluate the particular contexts in which scientific arguments are made and assessed. The aim of this study was to develop a set of assessment criteria for education for sustainable development in higher education curricula. These were developed in line with Habermas by introducing further adaptions within the context of education for sustainable development. These criteria were tested in a blended learning master’s programme in Environmental Citizenship and Participation at the Universidade Aberta, Portugal. The following research tools were used as follows: (i) a questionnaire survey to the graduates; (ii) content analysis applied to the information guide and to the abstracts of the dissertations that were produced. The case study revealed that an absence of theoretical frameworks could lead to inconsistencies between theory and praxis. Improvements to curricula are then drawn from this study. |
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Education for sustainable development in higher education: evaluating coherence between theory and praxiseducation for sustainable developmenthigher educationtheory of knowledge-constitutive interestsUniversities are an important part of the process of change taking place in society. However, this is often overshadowed by these institutions giving priority to technocratic models in the relationship between science and society. In this context, according to Habermas, theories can serve to clarify practical questions and guide praxis into the right actions (social emancipation and rational autonomy). Habermas introduces the need to evaluate the particular contexts in which scientific arguments are made and assessed. The aim of this study was to develop a set of assessment criteria for education for sustainable development in higher education curricula. These were developed in line with Habermas by introducing further adaptions within the context of education for sustainable development. These criteria were tested in a blended learning master’s programme in Environmental Citizenship and Participation at the Universidade Aberta, Portugal. The following research tools were used as follows: (i) a questionnaire survey to the graduates; (ii) content analysis applied to the information guide and to the abstracts of the dissertations that were produced. The case study revealed that an absence of theoretical frameworks could lead to inconsistencies between theory and praxis. Improvements to curricula are then drawn from this study.Taylor and Francis2018-01-23T12:35:08Z2015-01-01T00:00:00Z2015info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/pdfhttp://hdl.handle.net/10773/21703eng0260-293810.1080/02602938.2015.1054783Amador, FilomenaMartinho, Ana PaulaBacelar-Nicolau, PaulaCaeiro, SandraOliveira, Carla Padrelinfo:eu-repo/semantics/openAccessreponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAP2024-02-22T11:32:41Zoai:ria.ua.pt:10773/21703Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-20T02:52:18.684510Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãofalse |
dc.title.none.fl_str_mv |
Education for sustainable development in higher education: evaluating coherence between theory and praxis |
title |
Education for sustainable development in higher education: evaluating coherence between theory and praxis |
spellingShingle |
Education for sustainable development in higher education: evaluating coherence between theory and praxis Amador, Filomena education for sustainable development higher education theory of knowledge-constitutive interests |
title_short |
Education for sustainable development in higher education: evaluating coherence between theory and praxis |
title_full |
Education for sustainable development in higher education: evaluating coherence between theory and praxis |
title_fullStr |
Education for sustainable development in higher education: evaluating coherence between theory and praxis |
title_full_unstemmed |
Education for sustainable development in higher education: evaluating coherence between theory and praxis |
title_sort |
Education for sustainable development in higher education: evaluating coherence between theory and praxis |
author |
Amador, Filomena |
author_facet |
Amador, Filomena Martinho, Ana Paula Bacelar-Nicolau, Paula Caeiro, Sandra Oliveira, Carla Padrel |
author_role |
author |
author2 |
Martinho, Ana Paula Bacelar-Nicolau, Paula Caeiro, Sandra Oliveira, Carla Padrel |
author2_role |
author author author author |
dc.contributor.author.fl_str_mv |
Amador, Filomena Martinho, Ana Paula Bacelar-Nicolau, Paula Caeiro, Sandra Oliveira, Carla Padrel |
dc.subject.por.fl_str_mv |
education for sustainable development higher education theory of knowledge-constitutive interests |
topic |
education for sustainable development higher education theory of knowledge-constitutive interests |
description |
Universities are an important part of the process of change taking place in society. However, this is often overshadowed by these institutions giving priority to technocratic models in the relationship between science and society. In this context, according to Habermas, theories can serve to clarify practical questions and guide praxis into the right actions (social emancipation and rational autonomy). Habermas introduces the need to evaluate the particular contexts in which scientific arguments are made and assessed. The aim of this study was to develop a set of assessment criteria for education for sustainable development in higher education curricula. These were developed in line with Habermas by introducing further adaptions within the context of education for sustainable development. These criteria were tested in a blended learning master’s programme in Environmental Citizenship and Participation at the Universidade Aberta, Portugal. The following research tools were used as follows: (i) a questionnaire survey to the graduates; (ii) content analysis applied to the information guide and to the abstracts of the dissertations that were produced. The case study revealed that an absence of theoretical frameworks could lead to inconsistencies between theory and praxis. Improvements to curricula are then drawn from this study. |
publishDate |
2015 |
dc.date.none.fl_str_mv |
2015-01-01T00:00:00Z 2015 2018-01-23T12:35:08Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
http://hdl.handle.net/10773/21703 |
url |
http://hdl.handle.net/10773/21703 |
dc.language.iso.fl_str_mv |
eng |
language |
eng |
dc.relation.none.fl_str_mv |
0260-2938 10.1080/02602938.2015.1054783 |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Taylor and Francis |
publisher.none.fl_str_mv |
Taylor and Francis |
dc.source.none.fl_str_mv |
reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação instacron:RCAAP |
instname_str |
Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
instacron_str |
RCAAP |
institution |
RCAAP |
reponame_str |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
collection |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
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1799137573044486144 |