Bir Sürdürülebilirlik Eğitimi Modeli: Schumacher Koleji

Yıl 2021, , 725 - 732, 01.11.2021

Oğuz Özdemir

https://doi.org/10.21666/muefd.881811

Öz

Sanayi devriminden bu yana insanın doğa üzerinde yarattığı tahribat hem insanoğlunun varlığını hem de gezegende topyekûn yaşamın geleceğini tehdit etmektedir. Yüz yüze kalınan bu sürdürülemez durumun aşılabilmesi, sürdürülebilirlik eğitimiyle köklü bir zihniyet dönüşümünün yaratılmasını gerektirmektedir. Kuşkusuz, bu yönde yaratılacak bir dönüşüm, etkin eğitim modellerinin yaygınlaşmasına bağlıdır. Buradan hareketle nitel bir araştırma olarak yürütülen çalışmada, TÜBİTAK 2219 destek programı ile İngiltere’de gerçekleştirilen “Çevre Okuryazarlığı Eğitimi” konulu araştırma kapsamında bir sürdürülebilirlik eğitim modeli olarak Schumacher Koleji tanıtılmakta ve adı geçen kolej sürdürülebilirlik eğitiminin temel esasları açısından irdelenmektedir. Çalışma kapsamında Schumacher Koleji, gerçekleştirilen yerinde inceleme ve görüşmelerle öğrenme vizyonu, içerik, ortam ve öğrenme süreçleri açılarından araştırma parametrelerine göre incelenmiştir. Schmumacher Koleji, İngiltere’de sürdürülebilirlik eğitiminde özgün bir yer tutmakla birlikte; içerik, öğrenme ortamı ve süreçleri açılarından sürdürülebilirlik eğitiminin gereklerini yeterince karşılamamaktadır. Bunun yanında, ilgili okul modelinin Schumacher’in küçük güzeldir deyimiyle simgeleşen sürdürülebilirlik vizyonu ile bazı açılardan aykırılık gösterdiği gözden kaçmamaktadır. Çalışmanın, Türkiye’de ve Dünya’nın değişik yerlerinde sürdürülebilirlik eğitimi veren eğitim modellerinin yaygınlaşmasına ve bunların etkililiğinin artmasına yol göstermesi beklenmektedir.

Anahtar Kelimeler

Sürdürülebilirlik, Sürdürülebilirlik eğitimi, Okul modeli, Schumacher Koleji, Sustainability, Sustainability, Sustainability, Shumacher College, Shumacher College, Shumacher College

An unique Sustainability Education Model: Schumacher College

Öz

The environmental degradation caused by human activity since the industrial revolution has threatened both the existence of human and sustainability of whole life in the planet. In order to overcome the current sustainability problem an essential mental transformation through education is required and such a transformation depends on the spread of effective education models globally. In this connection, in the current study, which was conducted as a qualitative research, Shumacher College was introduced as a model for sustainability education and discussed according to basic principles of sustainability education. The study was conducted within the context of a project (Ecological Literacy Education) that has been supported by TUBITAK (Turkish Scientific and Technological Research Organization). Schumacher College was investigated by using the observation and interview techniques according to relevant learning paradigm, content, learning settings and practices. Shumacher College comes to the fore as a unique example in terms of sustainability education in the UK. However, it is far away from satisfying the basic principle of sustainability education with regards to content, learning settings and practices. Especially, it can’t be ignored that the operation of the related model looks inconsistent to the philosophy of Schumacher small is beautiful. Also, the study can contribute to the spread of the education models for sustainability in Turkey and around the World and to improving the efficiency of such models.

Anahtar Kelimeler

Sustainability, Sustainability education, School model, Shumacher College

Kaynakça

• Sterling, S. (2004). An analysis of the development of sustainability: Evolution, Interpretation and transformative potential. J. Blewitt and C. Cullingford (Ed.). In: The sustainability curriculum: The challenge for higher education, (p. 43-62), (1.st edition), UK: Routledge.
• Alhadeff-Jones, M. (2012). Transformative learning and the challenges of complexity. E.W. Taylor and P. Cranton (Ed), In The Handbook of transformative learning (p. 178-195). San Francisco: Jossey-Bass Publishing,
• D’Alisa,G., Demaria, F and Kallis, G. (2019). Küçülme. (Ayşe Ceren Sarı, Berk Öktem, Burag Gürden, Yaprak Kurtsa, çev.). (1. Baskı). İstanbul: Metis Yayınları.
• Baumgartner, L. M. (2012).” Mezirow’s theory of transformative learning from 1975 to Present 99”. E.W. Taylor and P. Cranton (ed.), In The Handbook of Transformative Learning, (99-115), San Francisco: Jossey-Bass Publishing, Benjamin P. Warner & Monica Elser (2015) How Do sustainable schools integrate sustainability education? An Assessment of certified sustainable K–12 schools in the United States. The Journal of Environmental Education, 46:1, 1-22.
• Brookfield S.D. (1995) Adult learning: an overview, Tuijnman A., (ed.), In International encyclopaedia of education , Oxford: Pergamon Press.
• Christie, M., Carey, M., Robertson, A., And Graigner, P. (2015). Putting transformative learning theory into practice. Australian Journal of Adult Learning, 55 ( 1).
• Hopkinson, P. and James, P. (2013). Whole institutional change towards universities (Ed.), In Sustainability university , (p. 235-255), (1. Edition), Oxon: Routledge.
• https://en.wikipedia.org/wiki/E._F._Schumacher;
• https://www.britannica.com/biography/E-F-Schumacher
• Lange, E. A. M. (2012). Transformative learning through sustainability and the new science.. E.W. Taylor and P. Cranton (Ed), In The Handbook of transformative learning (195-211), San Francisco: Jossey-Bass Publishing,
• Meadows, D., Meadows, D, Randers, J and Behrens, W. (1972). Limits to growth. . D. Meadows (ed). (5. Baskı). New York: Universe Books,
• Mezirow, J. (2006). An overview of transformative learning. In P. Sutherland and J.Crowther, Lifelong learning: Convepts and contecxts (p: 24-38), Newyork: Routledge
• Mezirow, J. (1994) Understanding transformation learning. Adult Education Quarterly, 44: 4: 222-23
• UNESCO, (2017). Education for sustainable development goals (sdgs): learning objectives. http://www.unesco.org/open-access/terms-use-ccbysa-en
• Rowe, D. (2007). Education for a sustainable future. Science, 31(July), 323–324.
• Sandri, O. (2014). Good practice learning and teaching for sustainability in higher education. PhD, RMIT University [Online].
• Shumacher, E. (1973). Small is beatiful. London: Blond-Briggs Publischer. ISBN: 978-0-06-091630-5
• Sterling, S. (2004). An analysis of the development of sustainability: Evolution, Interpretation and transformative potential. In: The sustainability curriculum: J. Blewitt and C. Cullingford (Ed.). The challenge for higher education,, (1 . Baskı ), . (p. 43-62). UK: Routledge,
• Wiek, A., Withycombe, L., & Redman, C. L. (2011). Key competencies in sustainability: A reference framework for academic program development. Sustainability Science, 6, 203–218.
• Wright, T. S. A. (2002). Definitions and frameworks for environmental sustainability in higher education. Higher Education Policy, 15, 105–120.