This guide for trainers, educators and facilitators, compiled/written by Femke Gordijn, Natalia Eernstman, Jan Helder, Herman Brouwer and published by Wageningen UR’s Centre for Development Innovation (CDI), summarises methods that can be used to facilitate the process of reflection on the knowledge and experiences people acquire during a capacity development trajectory or training event. The authors believe that by explicitly integrating reflection in the learning process the learning will become clearer and better articulated and will contribute more strongly to meaningful change. They advise facilitators to deliberately include reflective learning sessions in their process design and implementation. This handbook can inspire you to do so and provides many methods which help to facilitate this. I was asked to write a Preface in which where I suggest that dealing with complex and even ’wicked’ sustainability challenges, above all, calls for learning individuals, learning organisations, learning networks and even a learning society.
“But not just any kind of learning, the kind of learning that is able to make explicit and question our assumptions, values and ways of seeing the world, learning that invites us to continuously reflect on the tensions and contradictions between them, learning that reveals the powers and inequities that tend to keep things the way they are or force us in directions we may not want to go. In other words, learning that questions the taken for granted, the normalised, the hegemonic and the routine. But also learning that enables us to make change and to transform others, and ourselves while learning from trying to do so.” (From the Preface, p6)
During the UN World Conference on Education for Sustainable Development held in Nagoya, Japan in November, the Fourth Edited Volume of the Dutch government supported Series on education and learning in the context of sustainability was launched: “Intergenerational Learning and Transformative Leadership for Sustainable Futures” edited by Peter Blaze Corcoran and Brandon Hollingshead. Here’s how the flyer of Wageningen Academic Publishers describes the book:
The work of creating the future is being done now – and much of it is unsustainable in terms of natural and cultural resources. How will the next generation of leadership for environmental sustainability be raised up? Can we imagine sustainable futures, and can we enable transformative leadership to help us realize them? How can we best ensure that the several generations share their particular knowledge? What are the ethical frameworks, methodologies, curricula, and tools necessary for advancing and strengthening education for intergenerational sustainability learning and leadership?
In this book, 82 authors from 26 countries across 6 continents seek answers in 32 essays to the many questions related to the intergenerational collaboration that holds promise for creating sustainable futures. The authors themselves represent a diversity of geography, gender, and generation – and include the institutions comprising the emerging International Intergenerational Network of Centers. They speak to key principles, perspectives, and praxes at the intersection of intergenerational learning and transformative leadership in thecontext of education for sustainability. The foreword was written by UNESCO’s Director General Irena Bokova.
Together with my colleague Valentina Tassone I wrote a chapter on the EYE for Sustainability Tool developed at Wageningen University to help engage students more meaningfully in the exploration of everyday sustainability issues. For more information go to Wageningen Academic Publisher’s website!
Other books in the Series can be found under ‘books’ in the menu bar on top of the page!