<abstract xml:lang="en" xmlns="http://www.w3.org/1999/xhtml"><p>The purpose of this qualitative case study is to describe the development and implementation of a model for course redevelopment for education for sustainable development (ESD). The theoretical approaches to curriculum development of Ralph Tyler (1949) and Elliot Eisner (2002) were influential in the development of the model. The Tyler Rationale (Tyler, 1949) provided general scaffolding for the process and was particularly useful for the development of learning outcomes, while the philosophy of Eisner (2002), complementary to the tenets of ESD, was instrumental in designing classroom experiences to deliver the learning outcomes. Importantly, the model provides a way to empower the individual educator to integrate ESD at the course level as well as a useful mechanism to ensure the holistic application of ESD, aligning sustainability with the predilections of any discipline. This paper demonstrates the use of the model to redevelop an apparel product development course, reframing it for sustainability and sustainable development. The new course was piloted and has now been offered twice since its inception, resulting in a positive students' learning experience.</p></abstract>

The purpose of this qualitative case study is to describe the development and implementation of a model for course redevelopment for education for sustainable development (ESD). The theoretical approaches to curriculum development of Ralph Tyler (1949) and Elliot Eisner (2002) were influential in the development of the model. The Tyler Rationale (Tyler, 1949) provided general scaffolding for the process and was particularly useful for the development of learning outcomes, while the philosophy of Eisner (2002), complementary to the tenets of ESD, was instrumental in designing classroom experiences to deliver the learning outcomes. Importantly, the model provides a way to empower the individual educator to integrate ESD at the course level as well as a useful mechanism to ensure the holistic application of ESD, aligning sustainability with the predilections of any discipline. This paper demonstrates the use of the model to redevelop an apparel product development course, reframing it for sustainability and sustainable development. The new course was piloted and has now been offered twice since its inception, resulting in a positive students' learning experience.

Scrutinizing the Explicit, the Implicit and the Unsustainable: A Model for Holistic Transformation of a Course for Sustainability

Oklahoma State University, the United States of America

Kansas State University, the United States of America

Journal of Teacher Education for Sustainability

The purpose of this qualitative case study is to describe the development and implementation of a model for course redevelopment for education for sustainable...

Scrutinizing the Explicit, the Implicit and the Unsustainable: A Model for Holistic Transformation of a Course for Sustainability

Publié en ligne: 29 févr. 2012

Pages: 17 - 43

DOI: https://doi.org/10.2478/v10099-011-0012-2

Mots clés
sustainability, curriculum, model, sustainable development, transformation

This content is open access.

Scrutinizing the Explicit, the Implicit and the Unsustainable: A Model for Holistic Transformation of a Course for Sustainability

Publié en ligne: 29 févr. 2012

Pages: 17 - 43

DOI: https://doi.org/10.2478/v10099-011-0012-2

Mots cléssustainability, curriculum, model, sustainable development, transformation

This content is open access.

Mots clés
sustainability, curriculum, model, sustainable development, transformation