Short presentation on designing transformative learning processes for ecological literacy.

1. Pedagogic Research Conference
ECOLOGICAL LITERACY &
TRANSFORMATIVE LEARNING
February 2011
University of Brighton
Jody Joanna Boehnert
University of Brighton
EcoLabs - www.eco-labs.org

2. The Visual Communication of Ecological Literacy
Jody Joanna Boehnert - MPhil - School of Architecture and Design
Why? Context Levels of Learning & Engagement
Presently humanity’s ecological footprint exceeds its regenerative
capacity by 30%. This global overshoot is growing and ecosystems are 1st: Education ABOUT Sustainability
being run down as wastes (including greenhouse gases) accumulate in Content and/or skills emphasis. Easily accommodated
the air, land, and water. Climate change, resource depletion, pollution, into existing system. Learning ABOUT change.
loss of biodiversity, and other systemic environmental problems ACCOMMODATIVE RESPONSE - maintenance.
threaten to destroy the natural support systems on which we depend.
2nd: Education FOR Sustainability
What? Systems, Networks, Values
Additional values emphasis. Greening of institutions.
Problems cannot be understood in isolation but must be seen as
Deeper questioning and reform of purpose, policy and practice.
interconnected and interdependent. We must learn to engage with
Learning FOR change. REFORMATIVE RESPONSE - adaptive.
complexity and think in terms of systems to address current
ecological, social and economic problems. Images can be useful
tools to help with this learning process. 3rd: SUSTAINABLE Education
Capacity building and action emphasis.
How? Transformational Learning Experiential curriculum. Institutions as learning communities.
Learning AS change. TRANSFORMATIVE RESPONSE - enactment.
The value / action gap permeates education for sustainability and is
obvious in environmental coverage in the media. The gap between
Stephen Sterling, 2009
our ideas about what we value and what we are actually doing to
address the problem is the notorious value / action gap. This project
uses transformational learning to move from values to action. This
approach is integrated into cycles of action research and practice
based design work.
ECOLOGICAL
Actions
GOOD
DESIGN Ideas / Theories
ECONOMIC SOCIAL
Norms / Assumptions
Beliefs / Values
Paradigm / Worldview
Metaphysics / Cosmology
Transformational Learning
Values, Knowledge, Skills
A: SEEING (Perception )
An expanded ethical sensibility or consciousness
The world is a complex, interconnected, finite, ecological-social-
B: KNOWING (Conception) psychological-economic system. We treat it as if it were not, as
Ecological literacy - the understanding of the principles of organization A critical understanding of pattern, if it were divisible, separable, simple, and infinite. Our persistent,
that ecosystems have evolved to sustain the web of life - is the first consequence and connectivity intractable, global problems arise directly from this mismatch.
step on the road to sustainability. The second step is the move Donella Meadows, 1982
towards ecodesign. We need to apply our ecological knowledge to C: DOING (Action)
the fundamental redesign of our technologies and social institutions, The ability to design and act relationally,
so as to bridge the current gap between human design and the integratively and wisely. References
Fritjof Capra. The Hidden Connections. London: Flamingo. 2003
Stephen Sterling. Whole Systems Thinking as a Basis for Paradigm Change in Education. University of Bath. 2003
ecological sustainable systems of nature. Stephen Sterling. Transformational Learning. Researching Transformational Learning. University of Gloucestershire. 2009
Fritjof Capra, 2003 Stephen Sterling, 2009
j.j.boehnert@brighton.ac.uk | jody@eco-labs.org
This poster can be downloaded on this website: www.eco-labs.org

3. value / action gap
Even when we understand the problems and possible solutions,
it does not mean we put this knowledge into practice

4. CONTENTS
1. DESIGN
1. Applied and transdisciplinary field
2. Shift to designing social learning processes
2. ECOLOGICAL LITERACY
1. Understanding the ‘principles of organization’ of ecosystems
2. Understanding interconnections across disciplines
3. Critical eco-literacy and cultural literacy
3. TRANSFORMATIVE LEARNING
1. Transformation learning theory and history
2. Mezirow’s ten phases of transformational learning
3. Sterling’s ‘Learning Levels’
4. THE TEACH-IN
1. Example of a project designed for transformative learning
2. Findings and conclusion
5. FIVE PRINCIPLES

5. 1. Design
• Design is uniquely positioned in academic and professional
culture to engage in a dynamic process of moving from theory to
practice and moving between disciplines and sectors to facilitate
trans-disciplinary actions.
• Shift from designing artifacts, buildings etc. to designing
processes and futures ways of living.

6. ‘a complex social learning process’
Sustainable design pioneer Ezio Manzini explains that the transition
towards sustainability will be ‘a complex social learning process.’
(2007, 78)
Social change is about learning. This learning must be designed. This
process of learning to live sustainability involves unlearning damaging
behaviour patterns, values and aspirations.
Manzini explains that the ‘first step is to enable people to escape from
the powerful images.. that are now totally inadequate to face new
challenges.’( 2003, 3)

7. e Eco-Literacy Map A tube map based on the literature review of my AHRC funded PhD research,
‘The Visual Communication of Ecological Literacy’ at the University of Brighton.
Humanti c Tufte Horn
Macy
Crompton
Roszak Sewall Kasser
Reason
Holmgren Plumwood
Bohm
Goethe Leopold Kuhl Friere Sterling Mezirow
Naess Shiva Kahn
Bateson Spratnek
Capra Lakoff
Orr
Luke Cohen
Carson
Fuller
Hopkins Birkeland
Diamond Cox Bourdieu
Fry / Willis Manzini Ehrenfeld Buchanan Key to Stations: In uential Thinkers
Meadows
Johann Wolfgang von Goethe (1749 - 1832) writer, polymath David Orr (n/a) environmental and political scientist
Aldo Leopold (1887 - 1948) ecologist, conservationist Herman Daly (b.1938) ecological economist
Thomas Samuel Kuhn (1922 - 1996) physicist, philosopher Val Plumwood (1939 - 2008), ecofeminist activist, philosopher
Donella "Dana" Meadows (1941 - 2001) environmental scientist Charlene Spretnak (b.1946) ecofeminist activist, philosopher
Humanti c: Elizabeth Pastor (n/a) designer Tom Crompton (n/a) change strategist, communications scholar
Key to Lines Daly Jackson Sachs Humanti c: GK VanPatter (n/a) designer Tim Kasser (b.1966) psychologist, communications scholar
Gregory Bateson (1904 - 1980) anthropologist, social scientist, cyberneticist John Ehrenfeld, John (n/a) industrial ecologist
Rachel Carson (1907 - 1964) biologist, ecologist Buckminster Fuller (1895 - 1983) engineer, designer, inventor, futurist
ecological literacy philosophy
David Bohm (1917 - 1992) quantum physicist, philosopher Janis Birkeland (n/a) architect, writer, scholar
Arne Næss (1912 - 2009) philosopher, activist Manzini, Ezio (n/a) design theorist
sustainable development critical ecopedogogy
Rob Hopkins (b.1970) ecologist, permaculture designer, author Buchanan, Richard (n/a) design theorist
David Holmgren (b. 1955) ecologist, permaculture designer Pierre Bourdieu (1930 - 2002) sociologist, anthropologist, philosopher
communications critical social theory
Edward Tufte (b.1942) political scientist, statistician, information design writer Reason, Peter (n/a) action researcher, social theorist, sustainability scholar
Robert E. Horn (n/a) political scientist, information designer Lukes, Steven (b.1941) political and critical social theorist
communication / perception transition movement Robert Cox (n/a) professor of rhetorical studies, communications scholar Cohen, Stanley (n/a) sociologist
Jared Mason Diamond (b.1937) scientist, author Kahn, Richard (n/a) critical theorist, education scholar
visual communication ecological economics Anne-Marie Willis (n/a) design theorist, philosopher Freire, Paulo (1921 –1997) radical educator, critical social theorist
Tony Fry (n/a) design theorist, philosopher Sterling, Stephen (n/a) educator scholar, sustainability scholar
design ecopsychology Tim Jackson (n/a) professor of sustainable development, eco-economist Jack Mezirow (n/a) educator scholar, social theorist
Wolfgang Sachs (b.1946) , sociologist, social scientist Theodore Roszak (b.1933) professor of history
graphic design science † Failure to become familiar with the major lines during your journey will increase the likelihood of serious environmental damage. Fritjof Capra (b.1939) physicist, systems theorist Laura Sewall (n/a) visual psychologist
The information gathered on this map has been gathered from different sources and cannot be guaranteed to be fully correct. January 2010 Vandana Shiva (b.1952) physicist, ecologist, philosopher, activist, eco feminist Joanna Macy (b.1929) author, Buddhist scholar, activist
Introduction Ecological Literacy and Design Key to Lines: Summary of Disciplinary Lines Selected Bibliography
This poster presents an overview of the literature review in my AHRC funded At its best, design is an integrative applied transdisciplinary eld that bridges Eco-literacy Eco-literacy (EL) is an understanding of the principles of organiza- Design Design is uniquely positioned to engage in a process of moving from Critical Social Theory Critical social theor y offers powerful tools of Bateson, G., Steps to an Ecology of Mind. Chicago: University of Chicago Press. 1972
doctoral research project on the visual communication of ecological literacy theory and action in pursuit of practical outcomes. Pioneers have widened the tion of ecological systems (Capra 201). David Orr coined the term ‘ecological theory to practice and moving between sectors to facilitate trans-disciplinary analysis that expose how and why ecological literacy remains marginal. Social Bourdieu. P., Reproduction in Education, Society and Culture. Cambridge: Polity Press. 2000
(eco-literacy). This practice-based project will create an original body of work scope of design problems over recent decades such that design processes and literacy’ in 1992 in a book where he explained that all education is environmental actions. (Buchanan 20). Design offers approaches to address complex problems theory demonstrates how power functions in our culture. Steven Lukes and Pierre Capra, F., The Web of Life. London: Harper Collins. 1997
that visually communicates eco-literacy while also designing learning processes design thinking address social and environmental problems as well as design’s education (Orr 90). Ecological literacy implies that each discipline must recognize including the potential to create powerful social learning processes (Manzini 78). Bourdieu describes how dominant discourses re ect the interests of powerful Capra, F. and Henderson, H., Qualitative Growth. London: ICAEW. 2009
in which these visuals will be used. The research will demonstrate how visual more traditional economic function. These attempts often involve a shift from human embeddedness in the wider ecological system and transform its theory and political interests. Stanley Cohen’s explains that a proclivity towards denying Cohen, S., States of Denial. Cambridge: Polity. 2001
communication can contribute to the development of new understanding, designing artifacts, graphics and buildings to designing processes, systems and practice to make sustainability a reality. The interconnections and interdependence Graphic Design Using visual language (Horn 5), graphic design aims to disturbing facts is the normal in an information-saturated society and describes Cox, R., ‘Nature’s Crisis Disciplines: Does Environmental Communication Have an Ethical
cognitive skills and social capacities. sustainable ways of living. This movement has become more pronounced as it between social, economic and ecological systems must become an educational strategically change human understanding and/or behavior through the use of strategies that can work to circumvent this denial. Duty?’, Environmental Communication. Vol. 1, No. 1, May 2007
becomes increasingly obvious that the material expansion of the economic staple. Critical eco-literacy builds on cultural literacy for a more robust analysis of visual devices, which can powerfully communicate complex concepts and Crompton, T., Common Cause. London: WWF, 2010
One of the major premises of this project is that fragmentary thinking is an system is fundamentally unsustainable (Daly, Meadows, Simms, Jackson) and the connections between social and ecological systems (Kahn 11, 66). information. Graphic design can address the crisis in environmental communi- Transition Transition is a social movement based on local responses to climate Daly, H., ‘A Steady-State Economy.’ London: Sustainable Development Commission, 2008
obstacle to sustainability and that reductive attitudes towards knowledge radically new models of development must be created for sustainability to cations by visualizing complex webs of interdependence. change and peak oil. Transition has is origins in permaculture which developed Diamond, J., Collapse. New York: Penguin, 2005
cannot adequately address problems associated with ecological systems (or become possible. Design is uniquely positioned in academic and professional Sustainable Development Current models of development based on strategies for the design of systems for local resilience and energy descent. It is Freire, P., Pedagogy of the Oppressed. London: Penguin, 1970
other complex systems). Responding to this dilemma, this project uses a whole culture to engage in a process of moving from theory to practice and between endless quantitative economic growth are unsustainable (Capra and Henderson 8). Science Several pioneers of ecological thought (Capra, Shiva, Bohm) started relevant to ecological literacy because unlike mainstream discourses, it is informed Fry, T., Design Futuring. Oxford: Berg, 2009
systems approach based on the powerful concept of eco-literacy. This research disciplines and sectors to facilitate a transition to sustainability. Instead, development must re ect growth in nature (Sachs 3) where physical their careers as physicist. Using Kuhn’s theory of paradigm shifts in science, by the ecological reality of the depletion of fossil fuel reserves (ITPOES 4). Horn, R., Visual Language. Brainbridge Island: Macro VU Press, 1998
posits that visual communications offer a means of helping audiences under- growth occurs to maturity then levels off to maintain a steady state of dynamic ecological thinkers advocate the notion of the emergence of a new ecological Jackson, T., ‘Prosperity without Growth?’ London: Sustainable Development Commission, 2009
stand context, interrelationships, dynamics and other features of whole systems As design expands the scope of its enquiry a new type of understanding is equilibrium. Most fundamentally the economy must function within the carrying paradigm as a central theme to support a transition to sustainability. Develop- Ecological economics is economic theory based on the recognition of the Kuhn, T., The Structure of Scienti c Revolutions. Chicago: University of Chicago Press. 1962
thinking necessary for eco-literacy. required to inform this process of transition. Designers must learn a whole capacity of the ecological system (Daly 1). ments such as post-normal and holistic science suppor t ecological literacy. geo-physical fact that the economic system is embedded within, and is a sub- Lakoff, G. and Johnson, M., Philosophy in the Flesh. New York: Basic Books. 1999
systems perspective. Ecological literacy is a foundation for sustainability system of the ecological system. The economic system must function within the Meadows, D., Wright, D. ed., Thinking in Systems. London: Earthscan. 2008
David Orr coined the term ‘ecological literacy’ in the early 1990s and since this necessary to allow us to break out of destructive patterns of unsustainable Communications Communications mediate the human-nature relationship Philosophy Insights from cybernetics, cognitive science, deep ecology and carrying capacity of the earth. This imperative must be supported by ecologically Orr, D., Ecological Literacy. Albany: State of New York Press. 1992
time it has developed into a core concept within sustainable education, creating practice. Ecological literacy is a basis for the design new ways of living within and thus have a vital role to pay in responding to current conditions. Robert Cox eco-feminism create the philosophical grounds of ecological literacy. Key concepts literate economics theory and practice. Prosperity must be delivered through ITPOES, The Oil Crunch. London: UK Industry Taskforce on Peak Oil and Energy Security. 2008
a conceptual basis for integrated thinking about sustainability. Eco-literacy must the ecological carrying capacity of the planet. Without a basic understanding describes environmental communications is a ‘crisis discipline’(5). Response to include the ‘epistemological error’ of the current paradigm (Bateson 493), ‘embed- other means than quantitative growth (Jackson 5). Plumwood, Val., Environmental Culture. Oxon: Routledge. 2002
now be embedded in theor y and practice across individual disciplines. My provided by ecological literacy, design solutions are likely to reproduce and signals of environmental danger is the key to avoid social collapse (Diamond 10). dedness’ of human society within ecological systems (Spretnak 72) and a critique Roszak, T., Gomes, M., and Kanner, A. ed., Ecopsychology. San Francisco: Sierra Club Books. 1995
research develops visual displays of information making ecological literacy both exacerbate problems. Issues of power are at the crux of environmental communications resulting in what on dominant western models of rationality (Plumwood 4). Ecopsychology Eco-psychology analysis, tools and therapies address our Sachs, W., Planet Dialectics. London: Zed Books,1999
tangible and accessible. This work places itself in the middle of a fast moving Bourdieu calls ‘symbolic violence’. Crompton describes the need for values based psychological relationship with Nature. Gregory Bateson explored the ecological Shiva, V., ‘Reductionist science as epistemological violence’, In Science, Hegemony and Violence.
discourse on transition and sustainability. The project demonstrates how design environmental communications, with an explicit focus on strengthening intrinsic Critical Ecopedagogy Critical pedagogy is an educational movement that roots of mental illness in the pivotal book Steps to an Ecology of Mind. Eco- Oxford: Oxford University Press, 1988
skills can facilitate a wide reaching social learning process for ecological literacy Joanna Jody Boehner t - January 2011 relative to extrinsic values. Research indicates that facts are of limited value in originated from Paulo Freire's educational practices in South America focused on psychology is informed by TEK (traditional ecological knowledge) of indigenous Sterling, S., ‘Whole Systems Thinking as a Basis for Paradigm Change in Education’. PhD:
in design education. j.j.boehner t@brighton.ac.uk | jody@eco-labs.org in uencing behaviour in regards to the environment, instead George Lakoff advices conscientization. These methods have been integral to the profound change peoples who almost universally holds that psychological health is dependent University of Bath. 2003
This poster can be downloaded at: www.eco-labs.org communicators to, “Know your values, and frame the debate.” witnessed in social movements globally including women’s liberation (Meizrow 19). on a balanced relationship with your habitat / ecological system. References not found on this list can be found on the website below.
www.eco-labs.org

8. 2. Ecological Literacy
“All education is environmental education. By what is included or excluded,
emphasized or ignored, students learn that they are part of or apart from the
natural world. Through education we inculcate the ideas of careful stewardship
or carelessness” (Orr 1992, 90).
An understanding of the ‘principles of organization’ of ecological systems.
(Capra 2003, 201).
Critical eco-literacy is linked to cultural literacy for a more robust analysis
of the connections between social and ecological systems (Kahn 2010, 66).
A awareness of the interdependence between human, economic and ecological
systems must become an educational stable. Ecological literacy implies that
each discipline transform its theory and practice to make sustainability a reality.

11. 3. Transformative learning
Transformative learning (TL) holds the potential to transcend
the notorious value/action gap that divides our awareness of
environmental threats from our capacity to take appropriate action.

12. Transformative Learning Theory (TLT)
TLT describes a process of increasing an individual learner’s
capacity for change.
Transformative Learning Theory proposes that this process gives
learners greater agency as they become more emotionally capable
of change.
This maturity is developed though encounters with deep emotion
and the results are evidenced in reflective discourse and in
ultimately in action. Transformative learning processes can reveal
assumptions behind our behaviours, beliefs and values. It does this
while helping to creating agency and the ability to make change
happen.

13. Transformative Learning - History
Jack Mezirow first introduced the concept of transformative learning in a 1978 paper
titled ‘Perspective Transformation’. Mezirow was influenced by Thomas Kuhn’s
work on ‘paradigms’ (1962), Paulo Freire’s concept of ‘conscientisation’ (1970),
Habermas’ ‘domains of learning’ (1971) and the consciousness raising women’s
movement in adult education in the 1970s. (Kitchenham 2008, 105)
Mezirow describes TL as a process of ‘becoming critically aware of one’s own tacit
assumptions and expectations and those of others and assessing their relevance for
making an interpretation.’ (2000, 4)
This process is informed by a critical awareness of contextual, biographical, historical
and cultural aspects of our collective beliefs and feelings in regard the problems
under examination. TL ‘enables us to recognize, reassess, and modify the structures
of assumptions and expectations that frame our tacit points of view and influence our
thinking, beliefs, attitudes and actions.’ (Mezirow 2009, 18)
Through TL we learn to act on our own purposes, values, feelings, and meaning
rather than those we uncritically assimilated from others.

14. Ten Phases of Transformative Learning
Jack Mezirow’s Ten Phases of Transformational Learning (1978) was based
on extensive research in a 1975 American nation wide study of women education.
An eleventh phase was added in 1991 stressing the importance of altering present
relationships and forging new relationships. (Mezirow 2000, 22)
1. A disorienting dilemma
2. Self-examination with feelings of fear, anger, guilt or shame
3. A critical assessment of assumptions
4. Recognition that one’s discontent and process of transformation are shared
5. Exploration of options for new roles, relationships and actions
6. Planning a course of action
7. Acquiring knowledge and skills for implementing one’s plans
8. Provisional trying of new roles
9. Building competence and self-confidence in new roles and relationships
10. A reintegration into one’s life on the basis of conditions dictated by one’s new perspectives
& 11. Altering present relationships and forging new relationships

15. Transformative Learning Theory (TLT)
Simplified -
1. critical reflection
2. reflective discourse
3. action
Despite its potential, transformational learning is a severe challenge due
to the fact that individuals are often intensely threatened by the prospect
of re-examining accepted norms of beliefs and behavior. Yet TL can work.
Transformative learning is now the subject of over 100 PhDs and has been
developed over the three decades, it is a powerful pedogagic practice.

16. Levels of Learning in Education for Sustainability
Communications theorist Gregory Bateson first described learning levels in
‘The Logical Categories of Learning and Communication’ (1964). Drawing on
Bateson’s theory, Stephen Sterling describes a four stage process in sustainability
education:
Levels of Learning in Education for Sustainability
Level A- No change (no learning: ignorance, denial, tokenism)
Level B- Accommodation (1st order - adaptation and maintenance)
Level C- Reformation (2nd order learning - critically reflective adaptation)
Level D- Transformation (3rd order learning - creative re-visioning) (2001, 78)
Sterling maintains that learning for sustainability must transcend the
traditional transmissive learning approach because information alone does
not necessarily lead to change. Sterling: ‘not only does it not work, but too
much environmental information (particularly relating to the various global
crises) can be disempowering, without a deeper and broader learning processes
taking place’ (2001, 19).

17. Levels of Learning & Engagement
1st: Education ABOUT Sustainability
Content and/or skills emphasis. Easily accommodated
into existing system. Learning ABOUT change.
ACCOMMODATIVE RESPONSE - maintenance.
2nd: Education FOR Sustainability
Additional values emphasis. Greening of institutions.
Deeper questioning and reform of purpose, policy and practice.
Learning FOR change. REFORMATIVE RESPONSE - adaptive.
3rd: SUSTAINABLE Education
Capacity building and action emphasis.
Experiential curriculum. Institutions as learning communities.
Learning AS change. TRANSFORMATIVE RESPONSE - enactment.
Stephen Sterling, 2009

18. Actions
Ideas / Theories
Norms / Assumptions
Beliefs / Values
Paradigm / Worldview
Metaphysics / Cosmology
Transformational Learning
Values, Knowledge, Skills
A: SEEING (Perc eption )
An expanded ethical sensibility or consciousness
B: KNOWING (Conception)
A critical understanding of pattern,
consequence and connectivity
C: DOING (Action)
The ability to design and act relationally,
integratively and wisely.
Stephen Sterling, 2009

19. Actions
Ideas/theories
Norms/assumptions
Beliefs/values
Paradigm/worldview
Metaphysics/cosmology
Stephen Sterling on transition from beliefs to actions: ‘Levels of Knowing’, 2009

20. How? Transformational Learning
The value / action gap permeates education for sustainability and is
obvious in environmental coverage in the media. The gap between
our ideas about what we value and what we are actually doing to
address the problem is the notorious value / action gap. This project
uses transformational learning to move from values to action. This
approach is integrated into cycles of action research and practice
based design work.

21. 3. The Teach-in
An Example of TL for EL
300 students from over 15 different
universities attended the 2012
Imperative Teach-in at the Victoria and
Albert Museum 12 October 2009.
The project has an ambitious goal: to
embed with ecological and sustainability
literacy in design education by 2012.
Several hundred more watched a live
Internet broadcast and over 300+ have
signed up to a collaborative site to
continue working towards project goals.
Stats:
300 in the audience at the V&A
500+ in the remote audience
300+ people signed on to the Teach-in Ning
5,000+ Teach-in documents downloaded

22. The Teach-in attempted to create
conditions for transformational
3rd order learning by creating a
transformative, participatory, social
learning process.
This orientation is needed to allow
learners to re-access basic assumptions
in regards to the systemic roots of
environmental problems.
Reflecting on our own ideas and
perceptions in relation to the
environment is necessary to create an
ecologically literate basis for action.
This epistemic learning provides a
foundation to enable learners to
achieve deep 3rd order learning.

23. The 2012 Imperative challenges individuals to
work towards embedding ecological literacy in the
curriculum while also attempting to transform
university facilities to reflect good environmental
practice.
• Participatory activities / processes at event
• Ning social network: http://teach-in.ning.com
• 2012 Imperative action document
• 10 step check list for carbon reduction at
universities (to reducing carbon emissions
by 10% in 2010)
• Speakers videos and other resources on
website
www.teach-in.eco-labs.org.uk
http://teach-in.ning.com

24. The Teach-in was informed by Mezirow’s ‘10 Phases of TL’
The phases of TL can be modified to inform a learning process for ecological literacy:
1. Confrontation with data regarding the environmental crises.
2. Self-examination with feelings in regards to environmental crisis.
3. A critical assessment of assumptions and basic premises.
4. Recognition of discontent and possibilities for transformation.
5. Exploration ideas associated with ecological literacy.
6. Planning a learning process of ecological principles and concepts.
7. Acquiring new knowledge, i.e. skills needed in sustainable industries.
8. Developing new methods of working and living sustainably.
9. Building confidence to actively promote sustainability within communities.
10. Reintegration into one’s life based on ecologically literate perspective.
Within the context of this research project these steps become more specific.
Each of these phases can be facilitated through visual resources:
1. Design of visual resources on environmental crises.
2. Design of processes to help learners negotiate emotional reaction.
3. Design of learning spaces to explore and critically examine basic premises.
4. Design of learning spaces for collaboratively sharing experiences and possibilities.
5. Design of learning resources for ecological and sustainability literacy.
6. Design of learning resources to communicate key ecological principles and concepts.
7. Design of learning experiences to teach new concepts and skills.
8. Design of resources and experiences to promote new ways of working and living
9. Design of activities for workplaces and communities.
10. Design of tools to integrate sustainability literacy into everyday life and to
live sustainability.

25. www.teach-in.eco-labs.org.uk
http://teach-in.ning.com

26. t: Copy of REPORT FOR TEACH-IN http://app.sgizmo.com/reports/59441/194641/WAXOLF4XA...
Surveys and feedback forms demonstrate a strong desire amongst participants for
niversities should teach to address skills to deal with95% of respondents thought that universities have
universities students the sustainability. environmental and
a responsibility to teach students skills to deal with environmental and social problems.
cial problems.
STATISTICS
Although responses in were committed to sustainability,
Choices Selected: 56
understanding of the processes through which we might be
Total Responses: 56
capable of designing a sustainable society are far less developed.
The disconnect occurs in the space between what we would like
to do (our values) and what we are actually capable of doing
under current circumstances (given a lack of agency
and systemic understanding or eco-literacy).
SurveyGizmo Report: Summary Report #3 SurveyGizmo Report: Summary Report #3
http://app.sgizmo.com/reports/59441/194636/K0QZ1R20ER... http://app.sgizmo.com/reports/59
SUMMARY
11. The future VALUE be __________ because ____________.
we will COUNT PERCENT %
14. Should YOU do something about environmental problems?
53 95%
STATISTICS S
2 Choices Selected:
4% 59 Choice
Total Responses: 57 Total R
n be included, but not specificly 1 2%
Report from www.SurveyGizmo.com

27. Conclusion:
Principles of Transformational
Learning for Sustainable Education
Trans-disciplinarity
Participation
Values
Action

28. Principles
1.Trans-disciplinarity
Trans-disciplinarity is necessary for an integrative understanding of complex
systems. Problems must not be seen in isolation but as interconnected.
The world is a complex, interconnected, finite, ecological-social-
psychological-economic system… We treat it as if it were not, as if it were
divisible, separable, simple, and infinite. Our persistent, intractable, global
problems arise directly from this mismatch. (Meadows, 1982, p.101 quoted in Sterling, 2010, p.214).
Transformative learning processes must be designed to cross disciplinary
boundaries to engage a whole systems approach and enable understanding of
connections and relationships between issues.

29. Principles
2. Participation
Environmental values are not fixed, but emerge out of ‘debate, discussion and
challenge, as people encounter new facts, insights and judgments contributed by
others’ (Owens, p.1145). Environmental values, like other cultural priorities, are
learned attitudes. New values and behaviours cannot be disseminated if imposed
from above but sustainability and ecological literacy could be realized through a
substantial process of engagement using participatory processes.

30. Principles
3. Values
A study of ecology demonstrates that our actions have implications well
beyond our immediate sphere of interactions. Ecological understanding
reveals that widening our sphere of concern to include the natural
world is a geophysical imperative for human survival over the long
term. We have a responsibility to confront value systems that fail to
prioritize the maintenance of ecological stability and planetary health.

31. Principles
4. Action
Transformative learning is complete when an individual is able to act according to beliefs
he or she has validated through critical reflection. While solving a problem might well
be beyond the capacity of any one individual, the goal of transformative learning is help
learners become capable of participating in a process of change.
Paulo Freire states;
an inauthentic word... results when a word is deprived of its dimension of action, reflection
automatically suffers as well; as the world is changed into idle chatter, into verbalism, into
an alienated and alienating ‘blah’. It becomes an empty word, which cannot denounce the
world, for denunciation is impossible without a commitment to transform, and there is no
transformation without action (1970, 68).

32. Furthermore reflection without action cannot lead to true knowledge:
‘A mere perception of reality not followed by [a] critical intervention will
not lead to transformation of the objective reality – precisely because it is
not a true perception (Freire, 1970, 34).
Transformative learning aims to help learners develop the capacity to put new
ideas into practice.
This focus on action addresses the
value / action gap
in sustainable education.

34. Bibliography
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