Sterling
Biographic Data
| ID | 4834 |
|---|---|
| NAME | Sterling |
| FAMILY NAME | Sterling |
| SIGNATURE | STERLING |
| AFFILIATIONS | University of Plymouth |
| ORCID | 0000-0001-8829-3837 |
| VERIFIED | Yes |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 28 |
| WORKS AS AUTHOR | 6 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2004 |
| LATEST PUBLICATION YEAR | 2023 |
| H-INDEX | 3 |
A Theory of Planetary Social Pedagogy
The escalating planetary crises of human-induced climate change, the depletion of natural resources, and declining biodiversity call for urgent actions to be taken at all levels of society and by the global community. The current political strategy for a sustainable future that emphasizes economic and technological progress is insufficient to bring about the change required; an educational approach based on identities, values, ethics, and new wor…
Tensions and transitions
This paper explores the impact of short immersive residentials at a radical institution for staff currently working in a mainstream one; in this instance, at Schumacher College for those at the nearby University of Plymouth (UK). Schumacher is an independent, alternative college offering residential courses in ‘transformative learning for sustainable living’. Using a qualitative research design, we explore the potential of a University staff Scho…
Learning for resilience, or the resilient learner? Towards a necessary reconciliation in a paradigm of sustainable education
This explorative paper works across discourses to suggest the possibility and potential of an integrative paradigm for sustainability education that reconciles instrumental and intrinsic educational traditions, informed and infused by resilience theory and social learning. It argues that such an integrative view is required in the context of the urgency of building more resilient local social–ecological systems (SES), and that such a view offers …
Higher education and ESD in England
This paper provides a commentary on education for sustainable development (ESD) within higher education (HE) in England, set against the wider international and European background. The recent history of attempts to clarify ESD and its implications for higher education institutions is outlined, and some of the tensions between a developing agenda and the autonomy of universities are reviewed. The paper presents a summary of positive and negative …
Pushing the boundaries
The Higher Education Academy (HEA) is a UK‐wide organisation that works with higher education institutions and 24 discipline‐based Subject Centres to improve the student learning experience. This paper outlines the work of one of its initiatives, the HEA ESD Project. While a small part of the Academy’s overall work, the Project is attracting increasing interest and engagement from the academic community as education for sustainability moves up th…
Higher Education, Sustainability, and the Role of Systemic Learning
Learning for resilience, or the resilient learner? Towards a necessary reconciliation in a paradigm of sustainable education
This explorative paper works across discourses to suggest the possibility and potential of an integrative paradigm for sustainability education that reconciles instrumental and intrinsic educational traditions, informed and infused by resilience theory and social learning. It argues that such an integrative view is required in the context of the urgency of building more resilient local social–ecological systems (SES), and that such a view offers …
Higher education and ESD in England
This paper provides a commentary on education for sustainable development (ESD) within higher education (HE) in England, set against the wider international and European background. The recent history of attempts to clarify ESD and its implications for higher education institutions is outlined, and some of the tensions between a developing agenda and the autonomy of universities are reviewed. The paper presents a summary of positive and negative …
Pushing the boundaries
The Higher Education Academy (HEA) is a UK‐wide organisation that works with higher education institutions and 24 discipline‐based Subject Centres to improve the student learning experience. This paper outlines the work of one of its initiatives, the HEA ESD Project. While a small part of the Academy’s overall work, the Project is attracting increasing interest and engagement from the academic community as education for sustainability moves up th…
A Theory of Planetary Social Pedagogy
The escalating planetary crises of human-induced climate change, the depletion of natural resources, and declining biodiversity call for urgent actions to be taken at all levels of society and by the global community. The current political strategy for a sustainable future that emphasizes economic and technological progress is insufficient to bring about the change required; an educational approach based on identities, values, ethics, and new wor…
Tensions and transitions
This paper explores the impact of short immersive residentials at a radical institution for staff currently working in a mainstream one; in this instance, at Schumacher College for those at the nearby University of Plymouth (UK). Schumacher is an independent, alternative college offering residential courses in ‘transformative learning for sustainable living’. Using a qualitative research design, we explore the potential of a University staff Scho…
Higher Education, Sustainability, and the Role of Systemic Learning
Higher education and ESD in England
This paper provides a commentary on education for sustainable development (ESD) within higher education (HE) in England, set against the wider international and European background. The recent history of attempts to clarify ESD and its implications for higher education institutions is outlined, and some of the tensions between a developing agenda and the autonomy of universities are reviewed. The paper presents a summary of positive and negative …
Pushing the boundaries
The Higher Education Academy (HEA) is a UK‐wide organisation that works with higher education institutions and 24 discipline‐based Subject Centres to improve the student learning experience. This paper outlines the work of one of its initiatives, the HEA ESD Project. While a small part of the Academy’s overall work, the Project is attracting increasing interest and engagement from the academic community as education for sustainability moves up th…
Learning for resilience, or the resilient learner? Towards a necessary reconciliation in a paradigm of sustainable education
This explorative paper works across discourses to suggest the possibility and potential of an integrative paradigm for sustainability education that reconciles instrumental and intrinsic educational traditions, informed and infused by resilience theory and social learning. It argues that such an integrative view is required in the context of the urgency of building more resilient local social–ecological systems (SES), and that such a view offers …
Tensions and transitions
This paper explores the impact of short immersive residentials at a radical institution for staff currently working in a mainstream one; in this instance, at Schumacher College for those at the nearby University of Plymouth (UK). Schumacher is an independent, alternative college offering residential courses in ‘transformative learning for sustainable living’. Using a qualitative research design, we explore the potential of a University staff Scho…
A Theory of Planetary Social Pedagogy
The escalating planetary crises of human-induced climate change, the depletion of natural resources, and declining biodiversity call for urgent actions to be taken at all levels of society and by the global community. The current political strategy for a sustainable future that emphasizes economic and technological progress is insufficient to bring about the change required; an educational approach based on identities, values, ethics, and new wor…
Service-Learning and Community Engagement (5 works) · Environmental Education and Sustainability (4 works) · Sociology (4 works) · Sustainability (4 works) · Sustainability in Higher Education (4 works) · Engineering (3 works) · Environmental education (3 works) · Higher education (3 works) · Pedagogy (3 works) · Political science (3 works)