Synthesis of Creative Learning and Education for Sustainable Development in the Czech Republic
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Abstract
This article discusses the Education for the Future (EFF) pedagogical approach linking two mutually supportive competence models: Key Competencies for Sustainability (Rieckmann 2017) and the Creative Habits of Mind model (Lucas, Claxton, & Spencer, 2013). The article describes some of the challenges of implementing education for sustainable development in such a way that students themselves develop their own vision and commitment to making change. These problems include : 1) Environmental education continues to be conducted in the spirit of scientism, which does not encourage students to understand the social and societal context of the root causes of environmental problems and to become aware of the "opportunities for action" inherent in individuals and society; 2) Education for sustainability is often based on transmissive models of education. However, there is a need to move towards participatory, social-constructivist, transformative models; 3) Many of the competencies we need to face the challenges of the 21st century go beyond the cognitive domain, and are particularly active in the affective domain (UNESCO, 2017); 4) There may be a lack of understanding of the way the future "happens". This paper summarises how the project relates to Action Competence (Jensen & Schnack, 1997) and the Lundy Model of Participation (Lundy, 2007), in order to create an effective approach to developing sustainable competencies and developing students' self-perception as agents of change. It describes the implementation of the EFF pilot project in four primary school classes (grades 1-9) and the positive impact of competence development in participants.
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