Worldviews, A Mental Construct Hiding the Potential of Human Behaviour: A New Learning Framework to Guide Education for Sustainable Development

De La Sienra Servin, EE; Smith, T; Mitchell, C

Worldviews, A Mental Construct Hiding the Potential of Human Behaviour: A New Learning Framework to Guide Education for Sustainable Development

De La Sienra Servin, EE Smith, T Mitchell, C

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Publisher:: Prescott College
Publication Type:: Journal Article
Citation:: The Journal of Sustainability Education, 2017, 13 pp. 1 - 21 (21)
Issue Date:: 2017-04-07

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Field	Value	Language
dc.contributor.author	De La Sienra Servin, EE	en_US
dc.contributor.author	Smith, T	en_US
dc.contributor.author	Mitchell, C https://orcid.org/0000-0001-9842-540X	en_US
dc.date.issued	2017-04-07	en_US
dc.identifier.citation	The Journal of Sustainability Education, 2017, 13 pp. 1 - 21 (21)	en_US
dc.identifier.issn	2151-7452	en_US
dc.identifier.uri	http://hdl.handle.net/10453/115249
dc.description.abstract	Latest results in Education for Sustainable Development (ESD) research and practice show a tendency towards more holistic approaches aiming at deep transformation of the self and the meanings of human existence. Aligned with this, we present the Transdisciplinary Framework of Worldviews and Behaviours (TFWB) to describe the possible formation and expression of a worldview, a complex constellation of meaning and identity from which all human conduct emerges. Four key principles arising from the TFWB are: 1) The whole embodied nervous system is greater than the sum of its separated parts, especially when it comes to intelligence (information processing) and learning (meaning making); 2) The mind is a highly emotion-dependent and mostly unconscious entity; 3) A worldview is a unique arrangement of meaning each person builds, and lives through; and 4) Increasing self-awareness about how a personal worldview is formed and expressed generates increasing opportunities for that individual to explore and build a different meaning for their experience, or to explore and choose different forms to express it (behave). The TFWB informs a new perspective on learning that could be useful for the achievement of ESD’s transformative goals, guiding the innovative design of educational initiatives encouraging new conceptualizations about the meanings of being human; thus, facilitating potential behavioural transformations toward a more sustainable existence.	en_US
dc.publisher	Prescott College	en_US
dc.relation.ispartof	The Journal of Sustainability Education	en_US
dc.title	Worldviews, A Mental Construct Hiding the Potential of Human Behaviour: A New Learning Framework to Guide Education for Sustainable Development	en_US
dc.type	Journal Article
utslib.citation.volume	13	en_US
utslib.for	130205 Humanities and Social Sciences Curriculum and Pedagogy (excl. Economics, Business and Management)	en_US
utslib.for	0502 Environmental Science and Management	en_US
utslib.for	1303 Specialist Studies in Education	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/DVC (Research)
pubs.organisational-group	/University of Technology Sydney/DVC (Research)/Institute For Sustainable Futures
pubs.organisational-group	/University of Technology Sydney/Strength - ISF - Institute for Sustainable Futures
utslib.copyright.status	open_access
pubs.consider-herdc	false	en_US
pubs.publication-status	Published online	en_US
pubs.volume	13	en_US

Abstract:

Latest results in Education for Sustainable Development (ESD) research and practice show a tendency towards more holistic approaches aiming at deep transformation of the self and the meanings of human existence. Aligned with this, we present the Transdisciplinary Framework of Worldviews and Behaviours (TFWB) to describe the possible formation and expression of a worldview, a complex constellation of meaning and identity from which all human conduct emerges. Four key principles arising from the TFWB are: 1) The whole embodied nervous system is greater than the sum of its separated parts, especially when it comes to intelligence (information processing) and learning (meaning making); 2) The mind is a highly emotion-dependent and mostly unconscious entity; 3) A worldview is a unique arrangement of meaning each person builds, and lives through; and 4) Increasing self-awareness about how a personal worldview is formed and expressed generates increasing opportunities for that individual to explore and build a different meaning for their experience, or to explore and choose different forms to express it (behave). The TFWB informs a new perspective on learning that could be useful for the achievement of ESD’s transformative goals, guiding the innovative design of educational initiatives encouraging new conceptualizations about the meanings of being human; thus, facilitating potential behavioural transformations toward a more sustainable existence.

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http://hdl.handle.net/10453/115249