Publication Cover
Reflective Practice
International and Multidisciplinary Perspectives
Volume 18, 2017 - Issue 2
505
Views
5
CrossRef citations to date
0
Altmetric
Original Articles

Conceptions of ethical competence in relation to action readiness in Education for Sustainable Development

&
Pages 256-267 | Received 30 Apr 2016, Accepted 01 Dec 2016, Published online: 03 Jan 2017

References

  • Almers, E. (2013). Pathways to action competence for sustainability—Six themes. The Journal of Environmental Education, 44, 116–127.10.1080/00958964.2012.719939
  • Andrée, M., & Lundegård, I. (2013). Scientific literacy som argumentation och kritik [Scientific literacy as argumentation and critique]. In E. Lundkvist, R. Säljö, & L. Östman (Eds.), Scientific Literacy: teori och praktik [Scientific literacy: Theory and practice] (pp. 87–100). Malmö: Gleerup.
  • Bertschy, F., Künzli, C., & Lehmann, M. (2013). Teachers’ competencies for the implementation of educational offers in the field of education for sustainable development. Sustainability, 5, 5067–5080.10.3390/su5125067
  • Björklund, S. (2014). Lärande för hållbar utveckling - i förskolan [Learning for sustainable development - in preschool]. Lund: Studentlitteratur.
  • Borg, C., Gericke, N., Höglund, H.-O., & Bergman, E. (2012). The barriers encountered by teachers implementing education for sustainable development: Discipline bound differences and teaching traditions. Research in Science & Technological Education, 30, 185–207. doi:10.1080/02635143.2012.699891
  • Brundiers, K., Wiek, A., & Redman, C. L. (2010). Real-world learning opportunities in sustainability: From classroom into the real world. International Journal of Sustainability in Higher Education, 11, 308–324.10.1108/14676371011077540
  • Burford, G., Hoover, E., Velasco, I., Janoušková, S., Jimenez, A., Piggot, G., & Podger, Dimity (2013). Bringing the ‘missing pillar’ into sustainable development goals: Towards intersubjective values-based indicators. Sustainability, 5, 3035–3059.10.3390/su5073035
  • Castañeda, S. F., Holscher, J., Mumman, M. K., Salgado, H., Keir, K. B., Foster-Fishman, P. G., & Talavera, G. A. (2012). Dimensions of community and organizational readiness for change. Progress in Community Health Partnership, 6, 219–226. doi:10.1353/cpr.2012.0016
  • Chawla, L., & Cushing, D. F. (2007). Education for strategic environmental behavior. Environmental Educational Research, 13, 437–452. doi:10.1080/13504620701581539
  • Dahlsted, M., & Olson, M. (2014). Medborgarskapande för ett nytt millenium - Utbildning och medborgarfostran i 2000-talets Sverige[Citizenship in the making for a new millenium - Education and citizen formation in 21st century Sweden]. Utbildning & Demokrati [Education & Democracy], 23, 7-25.
  • Delors, J. (1996). Learning: The treasure within. Report to UNESCO of the international commission on education for the twenty-first century. Paris: UNESCO Publishing Press.
  • Ellström, P.-E., & Kock, H. (2009). Competence development in the workplace - Concepts, strategies and effects. In K. Illeris (Ed.), International perspectives on competence development: developing skills and capabilities (pp. 34–54). New York, NY: Routledge.
  • Ennis, R. H. (1987). A taxonomy of critical thinking dispositions and abilities. In J. K. Baron & R. J. Sternberg (Eds.), Teaching thinking skills: Theory and practice (pp. 9–26). New York, NY: Freeman.
  • EprojectConsult. (2014, December 18). Retrieved December 18, 2014, from http://www.eprojectconsult.com/8-keycompetences-for-your-life-long-learning-process/
  • Eraut, M. (1998). Concepts of competence. Journal of Interprofessional Care, 12, 127–139.10.3109/13561829809014100
  • Franck, O. (2013). Etisk litteracitet - om filosofiska förutsättningar för att utveckla ämnesdidaktiska perspektiv med hänsyn till kursplanen i religionskunskap (Lgr11) [Ethical literacy - About philosophical prerequisites for developing subject-matter perspectives], In A. Marner & H. Örtegren (Eds.), KLÄM. Konferenstexter om Lärande, Ämnesdidaktik och Mediebruk (pp. 178-197). Umeå, Sweden: Institutionen för estetiska ämnen, Umeå universitet.
  • Franck, O. (in Press). Assessment in ethics education - A case of national tests in religious education. Springer.
  • Franck, O., & Osbeck, C. (2016). Challenging the concept of ethical literacy within education for sustainable development (ESD): Storytelling as a method within sustainability didactics education. Education 3-13:International Journal of Primary, Elementary and Early Years Education, 0(0), 1-10. doi:10.1080/03004279.2016.1201690. Volume e-pub ahead of print.
  • Frijda, N. H., Kuipers, P., & ter Schure, E. (1989). Relations among emotion, appraisal, and emotional action readiness. Journal of Personality and Social Psychology, 57, 212–228.10.1037/0022-3514.57.2.212
  • Gadotti, M. (2010). Reorienting education practices towards sustainability. Journal of Education for Sustainable Development, 4, 203–211. doi:10.1177/097340821000400207
  • Gibson, R. B. (2006). Beyond the pillars: Sustainability assessment as a framework for effective integration of social, economic and ecological considerations in decision-making. Journal of Environmental Assessment Policy and Management, 8, 259–280.10.1142/S1464333206002517
  • Grice, M., & Franck, O. (2014). A phronesian strategy to the education for sustainable development in Swedish school curricula. Journal of Education for Sustainable Development, 8, 29–42. doi:10.1177/0973408214529856
  • de Haan, G. (2010). The development of ESD-related competencies. International Review of Education, 56, 315–328.10.1007/s11159-010-9157-9
  • Halász, G., & Michel, A. (2011). Key competences in Europe: Interpretation, policy formulation and implementation. European Journal of Education, 46, 289–306.10.1111/ejed.2011.46.issue-3
  • Harrison, T. (2012). Assessing citizenship education - Challenges and opportunities. In J. Arthur & H. Cremin (Eds.), Debates in citizenship education (pp. 149–157). London and New York: Routledge.
  • Jensen, B. B. (2010). Knowledge, action and proenvironmental behaviour. Environmental Education Research, 8, 325–334.
  • Jones, T. M. (2009). Framing the framework: Discourses in Australia’s national values education policy. Educational Research for Policy and Practice, 8, 35–57.10.1007/s10671-008-9058-x
  • Jonnaert, P., Masciotra, D., Barrette, J., Morel, D., & Mane, Y. (2007). From competence in the curriculum to competence in action. Prospects, 37, 187–203.10.1007/s11125-007-9027-9
  • Knutsson, B. (2014). Utbildning för hållbar utveckling? Postpolitiska illusionsnummer och didaktiska alternativ [Education for sustainable development? Postpolitical illusions and didactic possibilities]. In O. Franck, Motbok (Ed.), Kritiska perspektiv på styrdokument, lärarutbildning och skola [A book of critique. Critical perspectives of policy documents, teacher education and school] (pp. 177-193). Lund: Studentlitteratur.
  • Kotzee, B. (2011). Education and ‘thick’ epistemology. Educational Theory, 61, 549–564.10.1111/edth.2011.61.issue-5
  • Kruglanski, A. W., Chernikova, M., Rosenzweig, E., & Kopetz, C. (2014). On motivational readiness. Psychological Review, 121, 367–388.10.1037/a0037013
  • Larsson, K. (in press) Critical thinking in students’ ethical reasoning. A reflection on some examples from the Swedish national tests in Religious Education. In O. Franck (Ed.), Assessment in ethics education - a case of national tests in religious education. Dordrecht: Springer.
  • McAfee, N. (2000). Habermas, Kristeva & Citizenship. Ithaca and London: Cornell University Press.
  • Mochizuki, Y., & Fadeeva, Z. (2010). Competences for sustainable development and sustainability: Significance and challenges for ESD. International Journal of Sustainability in Higher Education, 11, 391–403.10.1108/14676371011077603
  • Mogensen, F., & Schnack, K. (2010). The action competence approach and the ‘new’ discourses of education for sustainable development, competence and quality criteria. Environmental Education Research, 16, 59–74.10.1080/13504620903504032
  • Murphy, K. (2012). The social pillar of sustainable development: A literature review and framework for policy analysis. Science, Practice, & Policy, 8, 15–29.
  • Nikel, J., & Reid, A. (2006). Environmental education in three German-speaking countries: Tensions and challenges for research and development. Environmental Education Research, 12, 129–148.10.1080/09243450500527879
  • Nussbaum, M. C. (2010). Not for Profit - Why democracy needs the humanities. Princeton and Oxford: Princeton university press.
  • OECD. (2005). Executive summary of the DeSeCo study. [online]. Retrieved September 15, 2014, from www.oecd.org/dataoecd/47/61/35070367.pdf
  • Öhman, J. (2008). Environmental ethics and democratic responsibility - A pluralistic approach to ESD. In J. Öhman (Ed.), Values and democracy in education for sustainable development: Contributions from Swedish research (pp. 17–32). Malmö: Liber.
  • Olson, M., Fejes, A., Dahlstedt, M., & Nicoll, K. (2014). Citizenship discourses: Production and curriculum. British Journal of Sociology of Education, 36, 1-18. Doi:10.1080/01425692.2014.883917
  • Othman, N., Hashim, N., & Ab Wahid, H. A. (2012). Readiness towards entrepreneurship education. Education + Training, 54, 697–708.10.1108/00400911211274837
  • Rauch, F., & Steiner, R. (2013). Competences for education for sustainable development in teacher education. c e p s journal, 3, 9-24.
  • Rist, G. (2008). The history of development: From western origins to global faith (3rd ed.). London: Zed.
  • Short, E. C. (1985). The concept of competence, its use and misuse in education. Journal of Teacher Education, 36, 2–6.10.1177/002248718503600202
  • Skolverket [Swedish National Agency for Education]. (2011). Curriculum for the compulsory school, preschool class and the leisure-time centre. Stockholm: Skolverket.
  • Skolverket [Swedish National Agency for Education]. (2013). Curriculum for the upper secondary school. Stockholm: Skolverket.
  • Thomas, I., & Day, Teresa (2014). Sustainability capabilities, graduate capabilities, and Australian universities. International Journal of Sustainability in Higher Education, 15, 208–227.10.1108/IJSHE-05-2012-0046
  • Thornberg, R. (2006). Värdepedagogik i skolans vardag: interaktivt regelarbete mellan lärare och elever [Values education in everyday schooling: Interactive school-rule work between teacher and student]. Linköping: Institutionen för beteendevetenskap, Linköpings universitet [Department of Behavioural Sciences and Learning, University of Linköping].
  • Vaughan, R., & Walker, M. (2012). Capabilities, values and education policy. Journal of Human Development and Capabilities: A Multi-Disciplinary Journal for People-Centered Development, 13, 495–512.10.1080/19452829.2012.679648
  • Wesselink, R., & Wals, A. E. (2011). Developing competence profiles for educators in environmental education organisations in the Netherlands. Environmental Education Research, 17, 69–90.10.1080/13504621003637037

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.