Susan Goethel Campbell’s exhibition Field Guide explores the nature of art and the conceptual process through a multimedia installation that also reflects upon temporality, art history, ecology and science. Introduced with a time-lapse video of weather patterns captured by web cam over the course of an entire year, atmospheric effects assume the quality of translucent washes that blur distinctions between opacity and transparency, painting and technology. Aerial views of built environments set against expansive cityscapes present essential imagery for large-format digital woodblock prints realized in monochromatic tonals and saturated grids of yellow and blazing orange. Some combine undulating wood grain patterns with pinhole perforations to admit light; others consist of diaphanous walnut stains applied to hand-crafted paper, a self-referential allusion to art’s planarity and permeable membrane. The evanescence of these views is echoed in pristine impressions of filtered dust and shimmering milkweed assemblages contained in Plexiglas light boxes. Known as Asclepias, milkweed is an herbaceous flower named by Carl Linnaeus after Asclepius, the Greek god of healing, due to its efficacious medicinal powers. Like the weather, the milkweed’s reflective silver filaments respond to shifting currents of air paired with gently wafted treetops projected in the viewing room. Here pearls of light corresponding to the spheres and pinpricks of the prints on the walls float randomly over the fictitious frame of a cubical vitrine. Orbs appear and disappear amid nocturnal shadows as figments of the imagination, their languid dispersion eliciting not-ofthis-world sensations of suspension, ascent and transcendence. This joined to the mesmerizing stillness of a gallery pierced occasionally by the sound of supersonic aircraft, a reminder of the machine in the garden. Beyond, the history of landscape photography and the Romantic sublime are encoded in works titled “Old Stand” that render minuscule figures of stationary box photographers against the grandeur of ice-capped Rockies. In some of the works the human figure is effaced as a historical memory through exquisitely modulated rubbings whose unbounded spatiality contrasts with the reflexive interiority of the viewing room. Campbell’s incandescent vision of nature asserts the phenomenal power of art to elevate the human spirit in the presence of heart-stirring beauty. It dares to reaffirm the timeless union between the material and immaterial substance of the universe, between human life and the ephemera of the natural world. f i l m

This Changes Everything: Capitalism vs. the Climate

Increased interest in climate change education and the growing recognition of the challenges inherent to addressing this issue create an opportunity to conduct a systematic review to understand wha...

Identifying effective climate change education strategies: a systematic review of the research

Higher education has now become a real part of the globalization process: the cross-border matching of supply and demand. Consequently, higher education can no longer be viewed in a strictly national context. This calls for a broader definition of internationalization, which embraces the entire functioning of higher education and not merely a dimension or aspect of it, or the actions of some individuals who are part of it. This article provides a conceptual and organizational framework of internationalization of higher education, which includes a discussion on the meaning and definition of the term, a description of the various rationales for and approaches to internationalization, and an analysis of strategies of integrating international dimensions in a higher education institution.

/pdf/internationalization-of-higher-education-towards-a-4ygmdwqc36.pdf

Internationalization of Higher Education: Towards a Conceptual Framework

Purpose – An online questionnaire survey was conducted to explore University of Plymouth students' perceptions and understandings of, and attitudes towards, sustainable development and related concepts and issues. In general, student perceptions of sustainable development have been under‐researched. This research sought to go some way towards filling the gap by providing insights for those working in the field of education for sustainable development (ESD) in higher education.Design/methodology/approach – The survey was administrated in autumn 2005 by the Centre for Sustainable Futures at the University of Plymouth. The closed‐category statements were analyzed in terms of frequencies and percentages. A comprehensive set of cross tabulations and χ2 tests were also conducted using SPSS. Responses to open‐ended questions were coded and categorized according to emerging themes.Findings – Key findings include, first, that a majority of student respondents think sustainability is “a good thing” their positive r...

Dissonance in Students' Perceptions of Sustainable Development and Sustainability: Implications for Curriculum Change.

/pdf/global-environment-outlook-geo-6-healthy-planet-healthy-22qkwmljdw.pdf

Global Environment Outlook – GEO-6: healthy planet, healthy people

1. Introduction 2. More than the sum of their parts? Interdisciplinarity in relation to sustainability 3. 'It's not just bits of paper and light bulbs': A review of sustainability pedagogies and their potential for use in higher education 4. Third-wave sustainability in higher education: Some (inter)national trends and developments 5. Education for sustainability in the business studies curriculum: Ideological struggle 6. Geography, earth and environmental sciences: A suitable home for ESD? 7. Climate change, sustainability and health in UK higher education: The challenges for nursing 8. Sustainability - is it legal? The benefits and challenges of introducing sustainability into the law curriculum 9. Staging sustainability: Making sense of sustainability in HE dance, drama and music 10. Engineering our world towards a sustainable future 11. Developing critical faculties: Environmental sustainability in media, communications and cultural studies in higher education 12. Sustainability in the theology curriculum 13. Sustaining communities: sustainability in the social work curriculum 14. Sustainability and built environment professionals: A shifting paradigm 15. Costing the Earth: The economics of sustainability in the curriculum 16. Translating words into action and actions into words: Sustainability in languages, linguistics and area studies curricula 17. If sustainability needs new values, whose values? Initial teacher training and the transition to sustainability 18. Conclusion

Sustainability Education: Perspectives and Practice across Higher Education

Foreword: The Fatal Complacency Desmond Tutu. Introduction Fumiyo Kagawa and David Selby 1. Climate Change Education and Communication: A Critical Perspective on Obstacles and Resistances Edgar Gonzalez-Gaudiano and Pablo Meira-Cartea 2. 'Go, Go, Go, Said the Bird': Sustainability-related Education in Interesting Times David Selby 3. Peace Learning: Universalism in Interesting Times Magnus Haavelsrud 4. Climate Injustice: How Should Education Respond? Heila Lotz-Sisitka 5. The Environment, Climate Change, Ecological Sustainability and Anti-Racist Education George J. Sefa Dei 6. Learning in Emergencies: Defense of Humanity for a Livable World Fumiyo Kagawa 7. Sustainable Democracy: Issues, Challenges and Proposals for Citizenship Education in an Age of Climate Change Ian Davies and James Pitt 8. School Improvement in Transition: An Emerging Agenda for Interesting Times Jane Reed 9. Critique, Create and Act: Environmental Adult and Social Movement Learning in an Era of Climate Change Darlene E. Clover and Budd L. Hall 10. Transforming the Ecological Crisis: Challenges for Faiths and Interfaith Education in Interesting Times Toh Swee-Hin (S.H.Toh) and Virginia Cawagas 11. Public Health Threats in a Changing Climate: Meeting the Challenges through Sustainable Health Education Janet Richardson and Margaret Wade 12. Weaving Change: Improvising Global Wisdom in Interesting and Dangerous Times Wendy Agnew. Climate Change Education: A Critical Agenda for Interesting Times Fumiyo Kagawa and David Selby

/pdf/education-and-climate-change-living-and-learning-in-4cp48h8erw.pdf

Education and climate change : living and learning in interesting times

/pdf/disaster-risk-reduction-in-school-curricula-case-studies-2gb3uiya6n.pdf

Disaster Risk Reduction in School Curricula : Case Studies from Thirty Countries

Education for sustainable development (ESD) is the latest and thickest manifestation of the ‘closing circle’ of policy-driven environmental education. Characterised by definitional haziness, a tendency to blur rather than lay bare inconsistencies and incompatibilities, and a cozy but ill-considered association with the globalisation agenda, the field has allowed the neoliberal marketplace worldview into the circle so that mainstream education for sustainable development tacitly embraces economic growth and an instrumentalist and managerial view of nature that goes hand in glove with an emphasis on the technical and the tangible rather than the axiological and intangible. Runaway climate change is imminent but there is widespread climate change denial, including within mainstream ESD. A transformative educational agenda in response to climate change is offered here. Recent calls for the integration of climate change education (CCE) within mainstream education for sustainable development should be resisted ...

Runaway Climate Change as Challenge to the ‘Closing Circle’ of Education for Sustainable Development:

Incidences of disaster and climate change impacts are rising globally. Disaster risk reduction and climate change education are two educational responses to present and anticipated increases in the severity and frequency of hazards. They share significant complementarities and potential synergies, the latter as yet largely unexploited. Three dimensions of climate change education—understanding and attentiveness, mitigation and adaptation— are identified and explored as corresponding to key elements in disaster risk reduction education. While international bodies advocate the alignment of the two focuses, we are still only on the threshold of their alignment in practice within curriculum. Both focuses also align in their embrace of an interactive, experiential and participatory pedagogy. An educational contribution to a sustainable future must necessarily address disaster risk reduction and climate change.

Ready for the Storm: Education for Disaster Risk Reduction and Climate Change Adaptation and Mitigation1

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