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Dr. Stefan T. Siegel에서 제공하는 콘텐츠입니다. 에피소드, 그래픽, 팟캐스트 설명을 포함한 모든 팟캐스트 콘텐츠는 Dr. Stefan T. Siegel 또는 해당 팟캐스트 플랫폼 파트너가 직접 업로드하고 제공합니다. 누군가가 귀하의 허락 없이 귀하의 저작물을 사용하고 있다고 생각되는 경우 여기에 설명된 절차를 따르실 수 있습니다 https://ko.player.fm/legal.
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Sustainability Education Podcast
모두 재생(하지 않음)으로 표시
Manage series 3577654
Dr. Stefan T. Siegel에서 제공하는 콘텐츠입니다. 에피소드, 그래픽, 팟캐스트 설명을 포함한 모든 팟캐스트 콘텐츠는 Dr. Stefan T. Siegel 또는 해당 팟캐스트 플랫폼 파트너가 직접 업로드하고 제공합니다. 누군가가 귀하의 허락 없이 귀하의 저작물을 사용하고 있다고 생각되는 경우 여기에 설명된 절차를 따르실 수 있습니다 https://ko.player.fm/legal.
The Sustainability Education Podcast is a series dedicated to examining and debunking myths surrounding sustainability education. Hosted by Dr. Stefan T. Siegel, this podcast series aims to provide evidence-informed, effective, and ethically-responsible insights into sustainability education. Through engaging with global thought leaders and experts, the podcast explores the prevalence, origins, consequences, and prevention of educational myths, contributing to a more informed and critical approach to sustainability education.
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7 에피소드
모두 재생(하지 않음)으로 표시
Manage series 3577654
Dr. Stefan T. Siegel에서 제공하는 콘텐츠입니다. 에피소드, 그래픽, 팟캐스트 설명을 포함한 모든 팟캐스트 콘텐츠는 Dr. Stefan T. Siegel 또는 해당 팟캐스트 플랫폼 파트너가 직접 업로드하고 제공합니다. 누군가가 귀하의 허락 없이 귀하의 저작물을 사용하고 있다고 생각되는 경우 여기에 설명된 절차를 따르실 수 있습니다 https://ko.player.fm/legal.
The Sustainability Education Podcast is a series dedicated to examining and debunking myths surrounding sustainability education. Hosted by Dr. Stefan T. Siegel, this podcast series aims to provide evidence-informed, effective, and ethically-responsible insights into sustainability education. Through engaging with global thought leaders and experts, the podcast explores the prevalence, origins, consequences, and prevention of educational myths, contributing to a more informed and critical approach to sustainability education.
…
continue reading
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×Biography Melanie Trecek-King Melanie Trecek-King is an Associate Professor of Biology at Massasoit Community College. There she teaches a general-education science course designed to equip students with empowering critical thinking, information literacy, and science literacy skills. Melanie Trecek-King has a Bachelor of Science in Biology and Chemistry and a Master of Arts in Ecology from the University of Nebraska at Omaha. Currently, she is also the Education Director for the Mental Immunity Project and part of the Cognitive Immunology Research Collaborative . These initiatives aim to advance and apply the science of cognitive immunology to foster mental immunity against misinformation. In the past years she has created a wonderful website on critical thinking https://thinkingispower.com/ where she shares regularly insights and educational materials such as infographics, videos or lessons plans. Short Summary of the Interview In this episode, Dr. Stefan T. Siegel interviews Melanie Trecek-King, Associate Professor of Biology at Massasoit Community College and Education Director for the Mental Immunity Project. Trecek-King shares insights on fostering critical thinking, combating misinformation, and addressing myths in sustainability education. Key topics include: Defining Core Terms: Differentiating beliefs, misinformation, myths, and pseudoscience to establish clarity in educational discourse. Critical Thinking and Mental Immunity: Trecek-King discusses her broader definition of critical thinking as a combination of dispositions and skills, aligning it with the concept of mental immunity, which uses an analogy of cognitive defenses to combat misinformation. Myths in Sustainability Education: Common misconceptions such as “sustainability is only about saving the environment” are addressed. Inoculation Techniques: Trecek-King advocates for active and experiential inoculation exercises to help students identify and resist misinformation. Examples include creating misinformation to understand techniques like cherry-picking or logical fallacies. Addressing Core Beliefs and Values: The conversation highlights how the (perceived) restriction of autonomy or solution aversion can drive resistance to sustainability efforts and how educators can align to the values and (core) beliefs of learners to foster understanding and action. Effective Educational Practices: Trecek-King uses diverse media formats and humor to engage students while making critical thinking approachable and relatable. The episode concludes with practical strategies for addressing misconceptions, fostering intellectual humility, and equipping students to navigate complex sustainability challenges critically and independently. (Selected) References, Resources, and Persons Mentioned During the Episode Thinking is Power: http://thinkingispower.com/ Mental Immunity Project: https://mentalimmunityproject.org/ Cognitive Immunology Research Collaborative: https://cognitiveimmunology.net/about-circe Burls, N., Pegion, K., & Cook, J. (2019). Misconception-Based Learning To Cement Learning. Innovations in Teaching & Learning Conference Proceedings . https://doi.org/10.13021/ITLCP.2019.2502 Lifton, R. J. (1926/1989). Thought Reform and the Psychology of Totalism: A Study of Brainwashing in China . University of North Carolina Press. Norman, A. (2021). Mental immunity: Infectious ideas, mind parasites, and the search for a better way to think . HarperWave. Oreskes, N., & Conway, E. M. (2014). The collapse of Western civilization: A view from the future . Columbia University Press. Trecek-King, M. (2022). How to Sell Pseudoscience. Skeptical Inquirer 46(5): . https://skepticalinquirer.org/2022/08/how-to-sell-pseudoscience/ Trecek-King, M. (2022). Teach Skills, Not Facts. Skeptical Inquirer , 46 (1), 30–34. https://skepticalinquirer.org/2021/12/teach-skills-not-facts/ Trecek-King, M. (2024). Thinking Critically about Critical Thinking: What Do We Really Mean? Skeptical Inquirer , 48(6) https://skepticalinquirer.org/2024/10/thinking-critically-about-critical-thinking-what-do-we-really-mean/ van der Linden, S. (2023). Countering misinformation through psychological inoculation. In Advances in Experimental Social Psychology . Academic Press. https://doi.org/10.1016/bs.aesp.2023.11.001 We look forward to your feedback! If you found this episode helpful, please leave a like or a comment so that others can better find this podcast. We'd love to hear your review on Spotify or on our website. Thank you for your feedback! The episodes can be downloaded, commented on, reused and integrated into courses. For feedback, but also for comments or topic requests, you can reach us by e-mail at stefan.siegel@unisg.ch 🏷 Tags : #sustainability #education #educationalmyths #misconceptions #mythse #podcast #criticalthinking #mentalimmunity #cognitiveimmunology #research #learning #instruction #edresearch #openscience #openscitalk #science #oer #educationalmedia #highered #hsg #expert #interview #fact #evidence #mythbusting #debunking #prebunking #esd #environmentaleducation #teachereducation #academicdevelopment #thinkingispower…
Biography Marco Rieckmann Marco Rieckmann is a Professor of Higher Education Development at the University of Vechta in Germany. He graduated in 2004 in environmental sciences at the University of Lüneburg where he then was a research assistant at the Institute for Environmental Communication. He obtained his doctorate in 2010 with the topic: "The global perspective of education for sustainable development - A European-Latin American study on key competences for thinking and acting in the global society". His research focuses on academic development, education for sustainable development, global education, and the sustainable development of higher education institutions. He has published his research in national and international outlets, and he is Speaker of the Network ‘Teacher Education for Sustainable Development’, and Representative of the German Educational Research Association in the Council of the European Educational Research Association. Short Summary of the Interview In this episode of the Sustainability Education Podcast, Professor Marco Rieckmann identifies common myths, such as the misconception that sustainability education is primarily about environmental issues and the belief that more knowledge automatically leads to behavior change. He advocates for a holistic approach that considers socio-economic factors alongside environmental ones. Rieckmann differentiates between environmental and sustainability education, emphasizing that interpretations of these concepts can vary significantly depending on regional contexts. He discusses the challenges in teacher education, noting that sustainability education is often seen as an "add-on" rather than a perspective that can be integrated into existing curricula. He argues that sustainability should be viewed through a lens that informs all aspects of education rather than as additional content. Cultural and societal factors contributing to these myths are explored, with Rieckmann pointing to traditional views of education as mere knowledge transmission. He underscores the need for a more complex, constructive understanding of education. The role of academic staff development is highlighted as crucial for equipping educators with the necessary competencies to teach sustainability effectively. Rieckmann calls for ongoing capacity building and professional development to ensure meaningful implementation. Finally, the conversation touches on the importance of measuring the outcomes of sustainability education, emphasizing the need for empirical research to assess its effectiveness in changing behaviors and developing competencies. Overall, Rieckmann advocates for a nuanced, context-specific approach to sustainability education that fosters real societal transformation. (Selected) References, Resources, and Persons Mentioned During the Episode Marco Rieckmann: https://www.uni-vechta.de/erziehungswissenschaften/team/rieckmann-marco Impact Project: https://impactforaction.eu/ Hopwood, B., Mellor, M., & O’Brien, G. (2005). Sustainable development: Mapping different approaches. Sustainable Development , 13 (1), 38–52. https://doi.org/10.1002/sd.244 Stephen Sterling: https://sustainableeducation.co.uk/ Goller, A., & Rieckmann, M. (2022). What do We Know About Teacher Educators’ Perceptions of Education for Sustainable Development? A Systematic Literature Review. Journal of Teacher Education for Sustainability , 24 (1), 19–34. https://doi.org/10.2478/jtes-2022-0003 Vare, P., & Scott, W. (2007). Learning for a Change: Exploring the Relationship Between Education and Sustainable Development. Journal of Education for Sustainable Development , 1 (2), 191–198. https://doi.org/10.1177/097340820700100209 Rieckmann, M., & Thomas Muñoz, R. (Hrsg.). (2024). World review: Environmental and sustainability education [ESE] in the context of the Sustainable Development Goals (First edition). CRC Press.Rieckmann, M., & Thomas Muñoz, R. (Hrsg.). (2024). World review: Environmental and sustainability education [ESE] in the context of the Sustainable Development Goals (First edition). CRC Press. We look forward to your feedback! If you found this episode helpful, please leave a like or a comment so that others can better find this podcast. We'd love to hear your review on Spotify or on our website. Thank you for your feedback! The episodes can be downloaded, commented on, reused and integrated into courses. For feedback, but also for comments or topic requests, you can reach us by e-mail at stefan.siegel@unisg.ch 🏷 Tags : #sustainability #education #educationalmyths #misconceptions #mythse #podcast #research #learning #instruction #edresearch #openscience #openscitalk #science #oer #educationalmedia #highered #hsg #expert #interview #fact #evidence #mythbusting #debunking #prebunking #esd #environmentaleducation #teachereducation #academicdevelopment…
Biography John Cook John Cook is a Senior Research Fellow at the Melbourne Centre for Behaviour Change at the University of Melbourne in Victoria, Australia. He holds a PhD from the University of Western Australia, where he studied the cognitive psychology of climate science denial. In the past he has also worked in web programming and graphic design. John's current research focuses on understanding and countering misinformation related to scientific issues such as climate change and vaccination. He has authored and co-authored numerous international publications in prestigious journals and has received several awards and prizes for his contributions to science communication. In 2007, John founded Skeptical Science, a website that received the 2011 Australia Museum Eureka Prize for Advancing Climate Change Knowledge. He also created the Cranky Uncle game, which uses cartoons and gamification to enhance critical thinking and resilience against misinformation. He currently works with organizations like Facebook, NASA, and UNICEF to develop evidence-based responses to misinformation. Short Summary of the Interview In this episode of the Sustainability Education Podcast, John Cook discusses the cognitive psychology of climate science denial, emphasizing the importance of countering misinformation. He delves into various types of myths and misconceptions about climate change and sustainability education. The conversation explored the difficulties in falsifying / fact-checking sustainability education-related claims versus climate science myths. Cook notes that sustainability topics often involve less settled science, making them more challenging to fact-check compared to the well-established areas of climate science. He shares insights into educational strategies for addressing myths and misinformation, particularly through his creation of the Cranky Uncle Game, which employs humor and gamification to foster critical thinking skills. Cook advocated for integrating sustainability education into broader educational frameworks to combat misinformation effectively. He emphasized the importance of not only teaching the facts, but also debunking misinformation within educational settings to enhance learning and critical thinking. (Selected) References, Resources, and Persons Mentioned During the Episode Dr John Cook's Profile at the Melbourne Centre for Behaviour Change at the University of Melbourne: https://psychologicalsciences.unimelb.edu.au/melbourne-centre-for-behaviour-change#people Skeptical Science: https://skepticalscience.com/ UQx: Making Sense of Climate Science Denial: https://www.edx.org/learn/climate-change/the-university-of-queensland-making-sense-of-climate-science-denial?index=product Kozyreva, A., Lorenz-Spreen, P., Herzog, S.M. et al. Toolbox of individual-level interventions against online misinformation. Nat Hum Behav 8 , 1044–1052 (2024). https://doi.org/10.1038/s41562-024-01881-0 Lewandowsky, S., Cook, J., Ecker, U. K. H., Albarracín, D., Amazeen, M. A., Kendeou, P., Lombardi, D., Newman, E. J., Pennycook, G., Porter, E., Rand, D. G., Reifler, J., Roozenbeek, J., Schmid, P., Seifert, C. M., Sinatra, G. M., Swire-Thompson, B., Van der Linden, S., Vraga, E. K., … Zaragoza, M. S. (2020). Debunking Handbook 2020 [dataset]. https://doi.org/10.17910/B7.1182 Cook, J. (2020). Cranky uncle vs. climate change: How to understand and respond to climate science deniers . Citadel Press. (book with cartoons and humor) Swire-Thompson, B., Cook, J., Butler, L.H. et al. Correction format has a limited role when debunking misinformation. Cogn. Research 6 , 83 (2021). https://doi.org/10.1186/s41235-021-00346-6 Lamb, W. F., Mattioli, G., Levi, S., Roberts, J. T., Capstick, S., Creutzig, F., Minx, J. C., Müller-Hansen, F., Culhane, T., & Steinberger, J. K. (2020). Discourses of climate delay. Global Sustainability , 3 , e17. https://doi.org/10.1017/sus.2020.13 We look forward to your feedback! If you found this episode helpful, please leave a like or a comment so that others can better find this podcast. We'd love to hear your review on Spotify or on our website. Thank you for your feedback! The episodes can be downloaded, commented on, reused and integrated into courses. For feedback, but also for comments or topic requests, you can reach us by e-mail at stefan.siegel@unisg.ch 🏷 Tags : #sustainability #education #educationalmyths #misconceptions #mythse #podcast #research #learning #instruction #edresearch #openscience #openscitalk #science #oer #educationalmedia #highered #hsg #expert #interview #fact #evidence #mythbusting #debunking #prebunking…
Biography Kerry Shephard Kerry is a professor at the Higher Education Development Centre at the University of Otago in New Zealand. Kerry’s academic journey began in biology, where he spent 25 years in research and teaching. For the last 20 years he has been researching in higher education, focusing on the questions of how universities function and how learning happens in this domain. His research interest include policy and practice in higher education, environmental and sustainability education, and the affective domain of learning. He is author of numerous journal articles, book chapters and author and editor of various books such as Higher Education for Sustainability or Universities with a Social Purpose. He is also a regular reviewer for a wide range of higher education journals. Kerry has extensive experience as a university teacher and offers courses on academic leadership, critical thinking, and intellectual independence. https://www.otago.ac.nz/hedc/people/professor-kerry-shephard Short Summary of the Interview In this episode of the Sustainability Education Podcast, Professor Kerry Shephard from the University of Otago discusses the complexities and nuances of sustainability education. With a rich background in biology and now deeply embedded in higher education research, Professor Shephard shares insights on the challenges of education for sustainability in higher education. He opens the interview by differentiating between education about sustainability and education for sustainability. He emphasizes the misconceptions and interdisciplinary conflicts that often arise when concepts of sustainability are taught across various academic fields. Furthermore, he argues that sustainability education is frequently misunderstood due to disciplinary and cultural differences, highlighting the specific example of the term “competence” which is variably interpreted across languages and national contexts. A significant point Shephard makes is about the ineffectiveness of trying to change behavior through knowledge alone. He critiques the assumption that imparting knowledge will lead to behavioral change, advocating instead for a measurable approach to education that focuses on clear outcomes and the ability to track changes. Throughout the interview, Shephard is critical of the traditional ways universities approach sustainability, suggesting that many current efforts are repackaged ideas that do not fundamentally alter teaching or learning processes. He stresses the importance of measuring educational outcomes to genuinely improve and innovate sustainability education. Shephard also touches on the concept of intellectual independence as a core aim of higher education, suggesting that fostering critical thinking and questioning is more valuable than merely transmitting knowledge. He calls for a deeper evaluation of how universities are impacting students and society, particularly through their sustainability education efforts. In conclusion, Professor Shephard advocates for a more critical and evidence-based approach to sustainability education, one that challenges existing pedagogies and promotes a transformative educational experience that is truly capable of fostering sustainable development. (Selected) References, Resources, and Persons Mentioned During the Episode Kerry Shephard: https://www.otago.ac.nz/profiles/professor-kerry-shephard Carnegie Foundation for the Advancement of Teaching (Stanford): https://www.carnegiefoundation.org/our-work/measuring-what-matters/ Krathwohl, D. R., Bloom, B. S., & Masia, B. B. (1956). Taxonomy of Educational Objectives, Handbook II: Affective Domain . David McKay Company, Inc. Mounk, Y. (2023). The identity trap: A story of ideas and power in our time . Penguin Press. Shephard, K. (2023). Student experiences of higher education for sustainability and for intellectual independence. In C. Baik & E. R. Kahu (Eds.), Research Handbook on the Student Experience in Higher Education (pp. 524–537). Edward Elgar Publishing. https://doi.org/10.4337/9781802204193.00047 Shephard, K. (2023). Academic identity and “education for sustainable development”: a grounded theory. Frontiers in Education, 8. https://doi.org/10.3389/feduc.2023.1257119 Shephard, K., & Furnari, M. (2013). Exploring what university teachers think about education for sustainability. Studies in Higher Education . https://www.tandfonline.com/doi/abs/10.1080/03075079.2011.644784 Shephard, K., & Santhakumar, V. (2023). Universities with a Social Purpose: Intentions, Achievements and Challenges. Springer Nature Singapore. https://doi.org/10.1007/978-981-99-8960-7 We look forward to your feedback! https://forms.office.com/e/8e7zWy4BE5 If you found this episode helpful, please leave a like or a comment so that others can better find this podcast. We'd love to hear your review on Spotify or on our website. Thank you for your feedback! The episodes can be downloaded, commented on, reused and integrated into courses. For feedback, but also for comments or topic requests, you can reach us by e-mail at stefan.siegel@unisg.ch 🏷 Tags: #sustainability #education #educationalmyths #misconceptions #mythse #podcast #research #learning #instruction #edresearch #openscience #openscitalk #science #oer #educationalmedia #highered #hsg #expert #interview #fact #evidence…
Biography Gale Sinatra Dr. Gale Sinatra is a Professor of Psychology and the Stephen H. Crocker Professor of Education at Rossier. Her areas of expertise include climate science education, evolution education, learning theory, knowledge construction, conceptual change learning, literacy acquisition, assessment, and the public understanding of science. Her recent research focuses on understanding the cognitive and motivational processes that lead to successful learning in science. Specifically, Sinatra focuses on the role of motivation and emotion in teaching and learning about controversial topics, such as biological evolution and climate change. Sinatra developed a model of conceptual change learning, which describes how motivational factors contribute to the likelihood that individuals will change their thinking about a scientific topic. Her co-authored book, _Science Denial: Why It Happens and What to Do About It,_ was published in 2021 by Oxford University Press. Sinatra received her B.S., M.S. and Ph.D. in Psychology from the University of Massachusetts, Amherst. Sinatra is the past Editor of the American Psychological Association (APA) Division 15 journal, Educational Psychologist. She served as Vice President of the American Educational Research Association (AERA) Division C, Learning and Instruction and President of APA's Division 15, Educational Psychology. She is a Fellow of both APA and AERA and a Member of the National Academy of Education. https://rossier.usc.edu/faculty-research/directory/gale-sinatra Short Summary of the Interview In this episode of the Sustainability Education Podcast, Gale Sinatra shares her insights on combating misinformation and myths in education, particularly regarding sustainability. She clarifies the differences between misinformation, disinformation, misconceptions, and myths, highlighting the importance of understanding these terms to address the spread of false information effectively. She discusses the psychological aspects of science denial and emphasizes the significance of (healthy) skepticism. She addresses common myths about sustainability and education, pointing out that sustainability is broader than just ecological concerns and involves human interaction with nature. Dr. Sinatra criticizes the notion of doomerism and the false dichotomy between individual actions versus systemic change in combating climate change, advocating for a balanced view that recognizes the value of both. She also tackles educational myths, such as learning styles, and the importance of debunking these misconceptions through effective strategies like refutation texts and fostering an environment of intentional conceptual change. Furthermore, Dr. Sinatra highlights the societal and institutional forces that perpetuate myths and underscores the role of trust and critical engagement in overcoming misinformation. The discussion culminates in the exploration of the future of education and myth research, particularly the challenge of confronting misinformation, and offers resources for further reading on the subject. (Selected) References, Resources, and Persons Mentioned During the Episode Gale Sinatra: Gale Sinatra | USC Rossier School of Education Caulfield, M., & Wineburg, S. S. (2023). Verified: How to think straight, get duped less, and make better decisions about what to believe online . The University of Chicago Press. De Bruyckere, P., Kirschner, P. & & Hulshof, C. (2020). More Urban Myths About Learning and Education. Challenging Eduquacks, Extraordinary Claims, and Alternative Facts . Routledge. Ecker, U. K. H., Lewandowsky, S., Cook, J., Schmid, P., Fazio, L. K., Brashier, N., Kendeou, P., Vraga, E. K., & Amazeen, M. A. (2022). The psychological drivers of misinformation belief and its resistance to correction. Nature Reviews Psychology , 1 , 13-29 (2022). https://doi.org/10.1038/s44159-021-00006-y Lewandowsky, S., Cook, J., Ecker, U. K. H., Albarracín, D., Amazeen, M. A., Kendeou, P., Lombardi, D., Newman, E. J., Pennycook, G., Porter, E. Rand, D. G., Rapp, D. N., Reifler, J., Roozenbeek, J., Schmid, P., Seifert, C. M., Sinatra, G. M., Swire-Thompson, B., van der Linden, S., Vraga, E. K., Wood, T. J., Zaragoza, M. S. (2020). The Debunking Handbook 2020. Available at https://sks.to/db2020 . DOI:10.17910/b7.1182 Lilienfeld, S. O., Lynn, S. J., Ruscio, J., & Beyerstein, B. L. (2010). 50 great myths of popular psychology: Shattering widespread misconceptions about human behavior . Wiley-Blackwell. Oreskes, N., & Conway, E. M. (2010). Merchants of doubt: how a handful of scientists obscured the truth on issues from tobacco smoke to global warming. 1st U.S. ed. New York, Bloomsbury Press. Sinatra, G. M., & Jacobson, N. (2019). Zombie Concepts in Education: Why They Won’t Die and Why You Cannot Kill Them. In P. Kendeou, D. H. Robinson, & M. T. McCrudden (Eds.), Misinformation and fake news in education (S. 7–27). Information Age Publishing, Inc. Van der Linden, S. (2023). Foolproof: Why we fall for misinformation and how to build immunity . 4th Estate. We look forward to your feedback! https://forms.office.com/e/CvzNTEq4W2 If you found this episode helpful, please leave a like or a comment so that others can better find this podcast. We'd love to hear your review on Spotify or on our website. Thank you for your feedback! The episodes can be downloaded, commented on, reused and integrated into courses. For feedback, but also for comments or topic requests, you can reach us by e-mail at stefan.siegel@unisg.ch 🏷 Tags: #sustainability #education #educationalmyths #misconceptions #mythse #podcast #research #learning #instruction #edresearch #openscience #openscitalk #science #oer #educationalmedia #highered #hsg #expert #interview #fact #evidence…
Biography David W. Orr Paul Sears Distinguished Professor of Environmental Studies and Politics emeritus (1990-2017), Counselor to the President, Oberlin College 2007-2017, and currently a Professor of Practice at Arizona State University. He is the author of eight books, including Dangerous Years: Climate Change, the Long Emergency, and the Way Forward (Yale, 2017), Down to the Wire: Confronting Climate Collapse (Oxford, 2009), Design with Nature (Oxford, 2002) and co-editor of five others including Democracy Unchained (The New Press, 2020) and Democracy in a Hotter Time (MIT Press, 2023). He was a regular columnist for Conservation biology for twenty years. He has also written over 250 articles, reviews, book chapters, and professional publications. He has served as a board member or adviser to eight foundations and on the Boards of the Rocky Mountain Institute, the Aldo Leopold Foundation, Bioneers, the Alliance for Sustainable Colorado, and the Children and Nature Network. He has been awarded nine honorary degrees and a dozen other awards including a Lyndhurst Prize, a National Achievement Award from the National Wildlife Federation, a “Visionary Leadership Award” from Second Nature, a National Leadership award from the U.S. Green Building Council, a Lifetime Achievement Award from the North American Association for Environmental Education, the 2018 Leadership Award from the American Renewable Energy Institute, and a Lifetime Achievement Award from Green Energy Ohio. He has lectured at hundreds of colleges and universities throughout the U.S., Europe, and Asia. He headed the effort to design, fund, and build the Adam Joseph Lewis Center, which was named by an AIA panel in 2010 as “the most important green building of the past thirty years;” . . . “one of thirty milestone buildings of the twentieth century” by the U.S. Department of Energy, and selected as one of “52 game changing buildings of the past 170 years” by the editors of Building Design + Construction Magazine (2016). He was the co-founder of The Atlanta Environmental Symposium (1973-1975), the Meadowcreek Project (1979-1900), the Oberlin Project 2007-2017; and the Climate/DemocracyInitiative (2021-present). Short Summary of the Interview The interview with David Orr covers broad topics around sustainability education, the role of educational institutions, myths in sustainability education, and the need for cultural and educational change to address the challenges of climate change and environmental degradation. Orr, an experienced academic and practitioner in the fields of environmental studies and policy, shares his insights and experiences on a wide range of issues. Orr's perspectives underscore the complexity and urgency of the challenges facing sustainability education and the need for cultural change driven by education, political engagement, and personal responsibility. (Selected) References, Resources, and Persons Mentioned During the Episode David Orr: https://www.oberlin.edu/david-orr Oberlin Project: https://oberlinproject.org/ Schumacher, E. F. (1998). This I believe: And other essays (Repr. with corrections). Green Books. Schumacher College: https://campus.dartington.org/schumacher-college/ Scottish landscape architect Ian McHarg: https://en.wikipedia.org/wiki/Ian_McHarg Sinsheimer, R. L. (1978). The Presumptions of Science. Daedalus , 107 (2), 23–35. (Can there be forbidden knowledge?) McGilchrist, I. (2019). The master and his emissary: The divided brain and the making of the Western world (New expanded edition). Yale University Press. Freire, P. (2012). Pedagogy of the oppressed (Repr). Bloomsbury. Francis Bacon: https://de.wikipedia.org/wiki/Francis_Bacon René Descartes: https://en.wikipedia.org/wiki/Ren%C3%A9_Descartes Edward Bernays: https://de.wikipedia.org/wiki/Edward_Bernays Carson, R., & Kelsh, N. (1998). The sense of wonder . HarperCollins Publishers. Meadows, D. H., Meadows, D. L., Randers, J., & Behrens, W. W. (1972). The Limits to growth: A report for the Club of Rome’s project on the predicament of mankind . Potomac Associates – Universe Books. Meadows, D. (1999). Leverage Points: Places to Intervene in a System. Hartland: The Sustainability Institute. We look forward to your feedback! https://forms.office.com/e/DR4Zm6Grux If you found this episode helpful, please leave a like or a comment so that others can better find this podcast. We'd love to hear your review on Spotify or on our website. Thank you for your feedback! The episodes can be downloaded, commented on, reused and integrated into courses. For feedback, but also for comments or topic requests, you can reach us by e-mail at stefan.siegel@unisg.ch 🏷 Tags: #sustainability #education #educationalmyths #misconceptions #mythse #podcast #research #learning #instruction #edresearch #openscience #openscitalk #science #oer #educationalmedia #highered #hsg #expert #interview #fact #evidence…
Welcome Hello and a warm welcome to this brand new Sustainability Education Podcast. I am Dr. Stefan T. Siegel, Postdoc Researcher at the University of St. Gallen (HSG). In sustainability education, ideas and assumptions exist that sound plausible, but that are at least questionable or even dangerous at a closer look. In this podcast, I want to discuss myths and facts about sustainability education, and the things in between. For this purpose, I invite world-leading experts on environmental and sustainability education, educational psychology and myth and misinformation research. This podcast series is part of the research project "Identifying, Understanding, and Challenging Myths in and about Sustainability Education" (MYTHSE). My vision is a more evidence-informed, effective, and ethically-responsible sustainability education and I hope to push the boundaries of knowledge in this field. I would be most delighted if you listened in and joined our conversation. You can do so on all the usual podcasts platforms. Listen for Free https://feeds.captivate.fm/sustainabilityeducation/ Apple Podcasts, Google Podcasts, Spotify, and more Feedback For feedback, but also comments or topic requests, you can reach me by e-mail at stefan.siegel@unisg.ch Host and Executive Producer: Dr. Stefan T. Siegel, Institute of Business Education and Educational Management, University of St. Gallen 🏷 Tags: #sustainability #education #educationalmyths #misconceptions #mythse #podcast #research #learning #instruction #edresearch #openscience #openscitalk #science #oer #educationalmedia #highered #hsg #expert #interview #fact #evidence…
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