‘Low-impact communities’ and their value to experiential Education for Sustainability in higher education

Abstract

This paper reports on a year-long research project that investigated the value of experiential engagement with ‘alternative’ communities which derive a high degree of self-reliance from working closely with their own local natural resources. Opportunities for higher education students to explore these communities were developed and the potential benefits of such opportunities are discussed in relation to Education for Sustainability. Whilst student responses to the experience varied from enthusiasm to scepticism, it was found that the communities themselves provided an unusual and potentially very valuable opportunity for direct experience of the practicalities of living ‘close to nature’ and at a low level of resource demand. This provided a context in which students could discuss and develop their personal reactions and responses to an experience relevant to theories of sustainability with which they were already familiar but had previously had few opportunities to personally explore.

Keywords:

• Education for Sustainability
• experiential learning
• low-impact communities
• values

Additional information

Notes on contributors

Robert Cook

Robert Cook is a lecturer in various courses relating to sustainability, the environment, and outdoor education within the Institute of Education at Plymouth University in the UK.

Roger Cutting

Roger Cutting is an Associate Professor in Education at the Institute of Education at Plymouth University in England. He teaches on a variety of graduate and post-graduate programmes in the field of Education for Sustainability.