Curricula without Boundaries

Developing an Ecological Connection for Higher Education Curricula

Bibliographic Data

ID8859186
AuthorsChia-Ling Wang (National Taiwan Ocean University), Chia‐Ling Wang (0000-0002-8963-1006, National Taiwan Ocean University, corresponding author)
Year2014
Volume46
Issue13
Pages1402-1411
Publication date2014-10-06
Open AccessNo
TypeARTICLE
VenueEducational Philosophy and Theory (JOURNAL)
Journal identifiersISSN: 0013-1857 • E-ISSN: 1469-5812
PublisherTaylor & Francis (PUBLISHER • GB)
DOI10.1080/00131857.2014.964162
OpenAlexW2098404315
LanguageEN
Citations received2
References cited8

This study was conducted to address the concept of higher education curricula and its practice from an ecological perspective. First, the significance of ecology is investigated based on two streams of thought; the ecological concept of the university proposed by Ronald Barnett; and the text, The Three Ecologies authored by the Italian philosopher Félix Guattari. Second, the notion of ecology is explored, and thoughts on the ecological curriculum and its feasibility are elaborated. Third, outcome-based education is currently the predominant curriculum practice applied in higher education. From an ecological perspective, this learning approach is insufficient. Finally, the practices used for achieving an ecological connection of curricula in higher education are discussed with particular regard to curriculum organisation, the learning process and students’ role as global citizens

Biology · Curriculum · Curriculum development · Curriculum theory · Environmental education · Pedagogy · Perspective (graphical · Process (computing · Sociology · Computer Science · Digital Education and Society · Ecology · Education and Critical Thinking Development · Psychological and Educational Research Studies

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