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  1. 旭川校
  2. 学術雑誌掲載論文
  3. 370 教育

Critical Thinking and Normative Competencies for Sustainability Science Education

https://hokkyodai.repo.nii.ac.jp/records/2000413
https://hokkyodai.repo.nii.ac.jp/records/2000413
36f2ff83-1877-4baa-88f5-136689c3bcdb
名前 / ファイル ライセンス アクション
ak-202502-01.pdf ak-202502-01.pdf (8.2 MB)
Item type 学術雑誌論文 / Journal Article(1)
公開日 2025-03-07
タイトル
タイトル Critical Thinking and Normative Competencies for Sustainability Science Education
言語 en
言語
言語 eng
キーワード
主題Scheme Other
主題 ESD
キーワード
主題Scheme Other
主題 批判的思考
キーワード
主題Scheme Other
主題 コンピテンシー
資源タイプ
資源タイプ識別子 http://purl.org/coar/resource_type/c_6501
資源タイプ journal article
著者 KOMASINSKI, Andrew

× KOMASINSKI, Andrew

en KOMASINSKI, Andrew

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ISHIMURA, Gakushi

× ISHIMURA, Gakushi

en ISHIMURA, Gakushi

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内容記述タイプ Abstract
内容記述 In this paper, we extend the competencies framework of education for sustainability development (ESD) to argue that critical thinking should be taught as a core competency and that normative dialogue functions as a key competency. We then develop a pedagogy for teaching these competencies,reviewing the results of our teaching implementation, and drawing conclusions about the effectiveness of both the framework and the pedagogy. We establish the need for education in critical thinking and normative dialogue by rehearsing and building on the history of ESD. We begin by looking at how ESD has focused on competencies to solve wickedly complex problems. In light of this, we propose critical thinking as a core competency necessary for tackling these difficult issues outside of the expertise of specific fields. Building on the Delphi report of the American Philosophical Association, we suggest that this can be accomplished when critical thinking is understood as purposeful, self-reflective judgment that also evaluates the considerations used in making such judgments. We also show that normative dialogue is necessary to bridge disagreements in complex human problems, and should thus function as a key competency. We then turn to our pedagogical approach, which involves teaching critical thinking through introductory sentential logic and fostering normative dialogue skills by familiarizing students with frameworks from both philosophical ethics and contemporary frameworks for human rights. We then describe our implementation at the Center for Sustainability Science of Hokkaido University as four sessions in an Environmental Ethics course. Using pre- and post-test surveys, we then evaluate the effectiveness of our curriculum and hold that our pedagogy needs revision to require more student work as it failed to produce the competencies we sought to foster. Finally, we conclude that further work can be done to refine the theoretical framework as well, clarifying the sort of critical thinking that is necessary for ESD, and considering additional tools to help students better engage in normative dialogue.
bibliographic_information 高等教育ジャーナル : 高等教育と生涯学習

巻 24, p. 21-37, 発行日 2017-03
ISSN
収録物識別子タイプ PISSN
収録物識別子 13419374
item_10_source_id_9
収録物識別子タイプ NCID
収録物識別子 AN10527626
出版タイプ
出版タイプ VoR
出版タイプResource http://purl.org/coar/version/c_970fb48d4fbd8a85
その他のタイトル
その他のタイトル サステイナビリティ学教育に対するクリティカル・シンキング的と規範的コンピテンシー
言語 ja
出版者
出版者 高等教育ジャーナル編集委員会
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