Skip to main content Accessibility help
×
Home

Environmental Progressivism: A Framework for a Sustainable Higher Education

  • Matthew Thomas (a1)

Abstract

The underlying ideologies which support higher education have received only limited attention in relation to our desired goals of social and ecological sustainability. This paper examines the current ideologies which drive higher education, and proposes a different ideological framework which can be used to support a sustainable higher education. Firstly, a criticism of the current convergence of utilitarian and neo-liberal ideologies is presented from the perspective of sustainability. Secondly, building upon the educational theory of John Dewey, an alternative perspective termed “environmental progressivism” is outlined as a possible ideological framework for a sustainable higher education. The paper concludes with some preliminary remarks as to the practical implications of environmental progressivism.

Copyright

References

Hide All
Alomes, S. 1983, ‘The University and Society in the Twentieth Century - Autonomy and Dependence’, Curriculum Priorities in Australian Higher Education. Fielding, A. J. and Cavanagh, D. M. (Eds.), Croon Helm Australia, Canberra, Australia, pp. 2737.
Aper, J. 1993, ‘Integrating the Ends and Means of Education: Environmental Studies as a Framework for Liberal Learning’, International Journal of Environmental Education and Information, vol. 12, no. 4, pp. 307314.
Apple, M. W. 1996, Cultural Politics and Education, Open University Press, Buckingham, UK.
Baldwin, G. 1990, ‘Teaching in Australian Tertiary Institutions: Possible Effects of Federal Government Policies’, The Changing Face of Professional Education. Bezzina, M. and Butcher, J. (Eds.), Australian Association for Research in Education, Sydney, Australia.
Biosvert, R. D. 1998, John Dewey: Rethinking Our Time, State University of New York Press, Albany, USA.
Bloom, A. 1987, The Closing of the American Mind: How Higher Education Has Failed Democracy and Impoverished the Souls of Today's Students, Simon and Schuster, New York, USA.
Bowers, C. A. 1988, The Cultural Dimensions of Educational Computing Understanding the Non-Neutrality of Technology, Teachers College Press, Columbia University, USA.
Bowers, C. A. 1993, Education, Cultural Myths and the Ecological Crisis: Towards Deep Changes, State University of New York Press, Albany, USA.
Brooks, W. 1994, ‘Was Dewey a Marxist?’, Discourse, vol. 13 http://www.stlawrenceinstitute.org/voll3brk.html.
Bullock, A. & Stallybrass, O. (Eds.) (1977). The Fontana Dictionary of Modern Thought. Fontana Books, London.
Candy, P. C., Crebert, G. and O'Leary, J. 1994, Developing Lifelong Learners through Undergraduate Education, National Board of Employment, Education and Training, AGPS, Canberra, Australia.
Coombs, P. H. 1982, ‘Critical World Educational Issues of the Next Two Decades’, Internationa! Review of Education, vol. 28, pp. 143157.
Dennis, L. J. & Knapp, D. 1997, ‘John Dewey as Environmental Educator’, Journal of Environmental Education, vol. 28, no. 2, pp. 59.
Dewey, J. 1959, ‘My Pedagogic Creed’, Dewey on Education. Dworkin, M. S. (Ed.), Bureau of Publications, Teachers College, Columbia University, New York, USA.
Dewey, J. 1960, Theory of the Moral Life, Holt, Rinehart and Winston, Inc., New York, USA.
D'Urso, S. 1990, ‘Editor's Note’, Discourse, vol. 10, no. 2, pp. 92.
Fankena, W. K. 1965, Three Historical Philosophies of Education: Aristotle, Kant and Dewey, Scott, Foresman and Company, Glenview, USA.
Giddens, A. 1998, The Third Way: The Renewal of Social Democracy, Polity Press, Cambridge, UK.
IUCN, UNEP and WWF 1991, Caring for the Earth: A Strategy for Sustainable Living, IUCN, Gland, Switzerland.
Jones, K. 1989, Right Turn: The Conservative Revolution in Education, Hutchinson Radius, London, UK.
Knapper, C. K. and Cropley, A. J. 1991, Lifelong Learning and Higher Education, Kogan Page, London, UK.
Nash, R. 1976, Logs, Universities and the Environmental Education Compromise, ERIC Information Analysis Centre for Science, Mathematics and Environmental Education, Columbus, USA.
National Board of Employment Education and Training 1996, Lifelong Learning: Key Issues, Australian Government Publishing Service, Canberra, Australia.
National Review Committee of Inquiry into Higher Education 1997, Higher Education in the Learning Society, National Review Committee of Inquiry into Higher Education, UK.
Orr, D. W. 1990, “The Liberal Arts, the Campus and the Biosphere’, Harvard Educational Review, vol. 60, no. 2, pp. 205216.
Orr, D. W. 1992, ‘The Problem of Education’, The Campus and Environmental Responsibility. Eagan, D. J. and Orr, D. W. (Eds.), Jossey-Bass, San Francisco, USA, pp. 38.
Postman, N. & Weingartner, C. 1971, Teaching as a Subversive Activity, Penguin Books, Harmondsworth, UK.
Quicke, J. 1996, ‘Work, Education, and Democratic Identity’, International Studies in Sociology of Education, vol. 6, no. 1, pp. 4966.
Sanderson, M. 1975, The Universities in the Nineteenth Century, Routledge and Kegan Paul, London, UK.
Schwartz, A. M. 1987, ‘A Liberal Arts Model for Environmental Education: The First Fifteen Years of the Environmental Studies Program at St. Lawrence University’, Environmental Professional, vol. 9, no. 3, pp. 244246.
Sherrington, G. 1983, ‘An Uneasy Alliance - Liberal and Vocational Ends in the Australian University System - The Impact of Teacher Training’, Curriculum Priorities in Australian Higher Education. Fielding, A. J. and Cavanagh, D. M. (Eds.), Croon Helm Australia, Canberra, Australia, pp. 2737.
The Review Committee on Higher Education Financing and Policy 1998, Learning for Life, DEETYA, Commonwealth of Australia, Canberra, Australia.
UNESCO 1997, Educating for a Sustainable Future: A Transdisciplinary Vision for Concerted Action, UNESCO, Paris, France.
UNESCO 1999, Preparing for a Sustainable Future: Higher Education and Sustainable Human Development, UNESCO, Paris, France.
United Nations 1993, Agenda 21: The United Nations Program of Action from Rio, United Nations Publications, New York, USA.

Metrics

Full text views

Total number of HTML views: 0
Total number of PDF views: 0 *
Loading metrics...

Abstract views

Total abstract views: 0 *
Loading metrics...

* Views captured on Cambridge Core between <date>. This data will be updated every 24 hours.

Usage data cannot currently be displayed