For teachersESD SourcebookReorient

For teachersESD Sourcebook

Reorienting a curriculum to address sustainability can take place at a classroom or national level.
At the classroom level, teachers can begin by explicitly stating the link between the topic in the mandated syllabus and sustainability. For example:
t
Today we are learning about World War II. As you know, war is considered an unsustainable state in which human lives are lost and resources wasted. One of the principles of sustainability is that warfare is inherently destructive to sustainable development. Why do you think war prevents countries from making progress towards sustainability? (e.g. rather than spending national income on human well-being it is spent on human destruction).
t
Today we are discussing health risks related to contaminated water. Access to water is now considered a human right, and human rights are fundamental in creating sustainable communities.
t
Today we are talking about international trade. Think about the shirt that you are wearing and where the fibre came from, where the cloth was made, where the shirt was sewn, and how it was transported to where you are. How much energy did that take? What is the carbon footprint of your shirt? How is your shirt related to sustainable use of resources?
From simple statements such as these, pupils will build their conceptions of sustainability and their knowledge of it.
Several tools to reorient a curriculum to address sustainability have been created. The ESD Lens “Review Tool 9: ESD integration in the curriculum” provides a way for analysing the extent to which ESD is integrated in the curriculum at national and school levels. The Education for Sustainable Development Toolkit contains eight exercises for reorienting a curriculum to address sustainability and holding community forums to gather public opinion related to curricular change. “Project Y” has also been used widely to integrate sustainability into existing lesson plans and units. Project Y takes a gradual approach, introducing one or a few new items related to sustainability in each lesson. Over the course of a school year, the aggregate amount of sustainability taught and time on task (i.e. learning about sustainability) can be substantial.
The reorienting process can also occur at national levels or provincial/state levels in ministries of education where the mandated curriculums are written. A national or provincial process should be conducted more systematically and thoroughly than a reorienting process carried out by a teacher working in isolation or by a small team of teachers working in a school. A national or state level process would include inviting stakeholders to a public participation process to gather input (e.g. statements of needs and desires as well as opinions) related to the reorienting process. In this way, a ministry will be modelling public participation and transparency, which are essential elements of sustainability. (See Case Study: Toronto Board of Education Curriculum Revision and Reorientation, http://www.esdtoolkit.org/ discussion/case_study.htm).
To reorient a curriculum to address sustainability, educational communities need to identify the knowledge, issues, perspectives, skills, and values central to sustainable development in each of the three components of sustainability – environment, society, and economy – and integrate them into the curriculum. The education community also needs to decide which of the many existing sustainability issues (e.g. biodiversity, climate change, equity, and poverty) will be part of the curriculum. Ideally, efforts to reorient education will be based on national or local sustainability goals. A properly reoriented curriculum will address local environmental, social, and economic contexts to ensure that it is locally relevant and culturally appropriate.
In an effort to save time or resources, governments have imported curricula from other countries or regions. In the case of ESD, this is inappropriate, because local and national sustainability goals and local contexts will not be well targeted.
See Sample Activities:
ESD Lens Review Tool 9: ESD integration in the curriculum
Project Y: Exercises of reorienting curriculum
Reorienting Curriculum to Address Sustainability

Hasil (Bahasa Indonesia) 1:

Untuk teachersESD SourcebookReorienting kurikulum untuk keberlanjutan alamat dapat mengambil tempat di kelas atau tingkat nasional. Di tingkat kelas, guru dapat mulai dengan secara eksplisit menyatakan hubungan antara topik dalam silabus perintah dan keberlanjutan. Sebagai contoh:t hari ini kita belajar tentang Perang Dunia II. Seperti Anda ketahui, perang dianggap sebagai sebuah negara yang tidak berkelanjutan di mana kehidupan manusia hilang dan sumber daya yang terbuang. Salah satu prinsip keberlanjutan adalah bahwa peperangan inheren merusak pembangunan berkelanjutan. Menurut Anda, mengapa perang mencegah negara dari membuat kemajuan menuju keberlanjutan? (misalnya daripada menghabiskan pendapatan nasional pada kesejahteraan manusia itu dihabiskan pada kehancuran manusia). t hari ini kita membahas kesehatan risiko yang berhubungan dengan air yang telah tercemar. Akses ke air sekarang dianggap sebagai hak asasi manusia, dan hak asasi manusia mendasar dalam menciptakan masyarakat yang berkelanjutan.t hari ini kita berbicara tentang perdagangan internasional. Pikirkan tentang kemeja Anda mengenakan yang mana fibre datang dari mana kain dibuat, mana kemeja dijahit, dan bagaimana itu diangkut ke tempat Anda. Berapa banyak energi melakukan yang membawa? Apa Apakah karbon di baju Anda? Bagaimana kemeja Anda berkaitan dengan penggunaan sumber daya yang berkelanjutan? Dari pernyataan sederhana seperti ini, murid-murid akan membangun mereka konsepsi keberlanjutan dan pengetahuan mereka itu. Beberapa alat untuk mengarahkan kembali kurikulum untuk alamat keberlanjutan telah diciptakan. Lensa ESD "Review alat 9: ESD integrasi dalam kurikulum" menyediakan cara untuk menganalisis sejauh mana ESD terintegrasi dalam kurikulum di tingkat nasional dan sekolah. Pendidikan untuk berkelanjutan pembangunan Toolkit berisi delapan latihan untuk reorienting kurikulum untuk alamat keberlanjutan dan memegang forum komunitas untuk mengumpulkan pendapat umum terkait perubahan kurikuler. "Proyek Y" juga telah digunakan secara luas untuk mengintegrasikan berkelanjutan ke dalam rencana pelajaran yang ada dan unit. Proyek Y mengambil pendekatan bertahap, memperkenalkan satu atau beberapa item baru berkaitan dengan keberlanjutan dalam setiap pelajaran. Selama tahun sekolah, jumlah agregat keberlanjutan mengajar dan waktu pada tugas (yaitu belajar tentang kesinambungan) dapat substansial. Proses reorienting juga dapat terjadi pada tingkat nasional atau tingkat provinsi/negara bagian di Kementerian Pendidikan mana buku perintah ditulis. Proses nasional maupun provinsi harus dilakukan lebih sistematis dan menyeluruh daripada proses reorienting yang dilakukan oleh seorang guru yang bekerja di isolasi atau oleh tim kecil untuk guru-guru yang bekerja di sebuah sekolah. Proses tingkat nasional atau negara akan mencakup mengundang para pemangku kepentingan untuk proses partisipasi publik untuk mengumpulkan input (misalnya pernyataan dari kebutuhan dan keinginan serta pendapat) yang berkaitan dengan proses reorienting. Dengan cara ini, Kementerian akan pemodelan partisipasi masyarakat dan transparansi, yang merupakan unsur penting dari keberlanjutan. (Lihat studi kasus: Toronto Dewan Pendidikan kurikulum revisi dan reorientasi, http://www.esdtoolkit.org/ discussion/case_study.htm).To reorient a curriculum to address sustainability, educational communities need to identify the knowledge, issues, perspectives, skills, and values central to sustainable development in each of the three components of sustainability – environment, society, and economy – and integrate them into the curriculum. The education community also needs to decide which of the many existing sustainability issues (e.g. biodiversity, climate change, equity, and poverty) will be part of the curriculum. Ideally, efforts to reorient education will be based on national or local sustainability goals. A properly reoriented curriculum will address local environmental, social, and economic contexts to ensure that it is locally relevant and culturally appropriate. In an effort to save time or resources, governments have imported curricula from other countries or regions. In the case of ESD, this is inappropriate, because local and national sustainability goals and local contexts will not be well targeted. See Sample Activities:ESD Lens Review Tool 9: ESD integration in the curriculumProject Y: Exercises of reorienting curriculumReorienting Curriculum to Address Sustainability