New article written by Jifke Sol & Arjen Wals published in a journal called Cultural Studies of Science Education
DOI: 10.1007/s11422-014-9586-z / Online Date: 6/11/2014
In this new paper a key policy ‘tool’ used in the Dutch Environmental Education and Learning for Sustainability Policy framework is introduced as a means to develop a sense of place and associated ecological mindfulness. The key elements of this tool, called the vital coalition, are described while an example of its use in practice, is analysed using a form of reflexive monitoring and evaluation. The example focuses on a multi-stakeholder learning process around the transformation of a somewhat sterile pre-school playground into an intergenerational green place suitable for play, discovery and engagement. Our analysis of the policy-framework and the case leads us to pointing out the importance of critical interventions at so-called tipping points (see the figure below) within the transformation process and a discussion of the potential of hybrid learning in vital coalitions in strengthening ecological mindfulness. This paper does not focus on establishing an evidence base for the causality between this type of learning and a change in behavior or mindfulness among participants as a result contributing to a vital coalition but rather focusses on the conditions, processes and interventions that allow for such learning to take place in the first place.
Figure: Tipping points in transitional learning
Keywords: Ecological mindfulness – Vital coalitions – Hybrid learning – Place-based education – Reflexivity
The full paper for personal use – under the condition that is not shared – can be obtained by emailing firstname.lastname@example.org or through your library system