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As a result of the global ecological crisis our planet is facing (Swilling & Annecke, 2012),
education for sustainable development, as elaborated by UNESCO, is critical within the
global school context The Earths problems are everyones problems, and what modern
technology and the movement can achieve together is to distribute problem solving
tools (Hawken, 2007: 22). The Sustainable Development Goals implemented in 2015
through to 2030 (UN Division for Sustainable Development, 2015) should guide teaching
and learning, so that they become an integral part of boys awareness and allow them to
take action.
UNICEF have issued a framework identifying knowledge, skills, attitudes and values of
global citizens (see Addendum
recognised as being important in 21st century learning and many of them overlap and are
interconnected with those suggested for 21 st century learning (see Addendum figure 2)
(Gerstein, 2014).
Figure 1: UNICEF global citizenship framework for Educators
The Grade 11 Human Impact on the Environment section of the South African Life
Sciences CAPS curriculum (Department of Education, 2011) offers an ideal entry point
for such global citizenry .
Table 1: The Human Impact on the Environment CAPS content for Grade 11 and 12 Life
Sciences
Topic
Content
Causes and consequences of the following (relate to conditions
and circumstances in South Africa):
Carbon dioxide emissions
Concept of carbon footprint and the need to reduce the
carbon footprint
Deforestation
Greenhouse effect and global warming: desertification,
drought and floods
Methane emissions
Ozone depletion.
Causes and consequences of the following (relate to conditions
and circumstances in South Africa):
Construction of dams
Destruction of wetlands
Other forms of ecoliteracy, such as biomimicry i.e. learning from nature (Benyus, 2002;
Biomimcry Education Network, 2012) combined with experiential, project and context
based learning provide frameworks, methodologies and strategies for teaching boys
global citizenship.
Furthermore the Working with Nature project was underpinned by a complexivist
approach to education, which aimed to create integrative thinking and values, moving
teaching and learning out of the mechanistic and industrial education paradigm.
Table 2: As proposed by Fritjof Capra, there is a need to move from self-assertive towards
more integrative thinking and values.
thinking
values
self-assertive
integrative
self-assertive
integrative
rational
intuitive
expansion
conservation
analysis
synthesis
competition
cooperation
reductionist
holistic
quantity
quality
linear
non-linear
domination
partnership
It was with these ideas in mind that we started the Working with Nature project to
challenge and excite learners and for them to take control of their learning.
References: