Article
Article name Education for Sustainable Development in an Unstable World
Authors Marfenin N.N. Doctor of Biology, Professor, marf47@mail.ru
Popova L.V. Dr. of Pedagogy, Associate Professor, popova@mes.msu.ru
Bibliographic description Marfenin N. N., Popova L. V. Education for Sustainable Development in an Unstable World // Scholarly Notes of Transbaikal State University. 2021. Vol. 16, No. 4. РР. 40–54. DOI: 10.21209/2658-7114-2021-16-4-40-54.
Section EDUCATION FOR SUSTAINABLE DEVELOPMENT
UDK 37.014:502.31
DOI 10.21209/2658-7114-2021-16-4-40-54
Article type
Annotation The widespread simplistic understanding of the concept of sustainable development (SD) and the strategy of education for sustainable development (ESD) is poorly compatible with the increasing natural and social instability of the world. In fact, SD and ESD allow you to quickly navigate in a crisis. The core of the SD concept is a conscious refusal of a person or society from any actions that may complicate life in the future. The ESD strategy is not limited to explaining environmental problems to the population and possible ways to solve them. ESD is designed to contribute to the intellectual development of wide sections of the population – the ability to foresee the consequences of their actions, the ability to independently find solutions to any problems, the skills of advanced self-organization and self-education. ESD is based on an ‘initiative learning model’, and not on the completeness and accuracy of the reproduction of knowledge and skills, which have long been considered central to education. The ability to acquire any knowledge and skills on your own is the main thing in the initiative learning model. Searching for your own solutions, and not memorizing ready-made ones, allows you to get used to acting independently in non-standard conditions, which is necessary in an unstable world. The transition to the initiative learning has long been brew, The transition to the initiative learning model (ILE) has long been brew and even partially taking place, but too slowly. Initiative learning takes longer than reproductive learning, so it is difficult to fully implement it without changing traditional education. This is the main reason for the failure of attempts to introduce initiative learning model over the centuries. According to the initiative learning model, which is the basis of ESD, education is becoming continuous and lifelong. At the same time, the reduction in the number of compulsory educational sections occurs with the simultaneous expansion of curricula and the freedom of students to choose courses, sections and tasks that they study in depth. The assimilation of knowledge becomes mosaic, but this deficiency is fully compensated by the depth of the acquired knowledge and the desire to independently fill their gaps.
Key words education for sustainable development, innovative teaching methods, proactive learning, general competencies, mosaic training, self-development
Article information
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