文章基本信息

标题：Storytelling as an Educational Tool in Sustainable Education
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作者：Maria Hofman-Bergholm
期刊名称：Sustainability
印刷版ISSN：2071-1050
出版年度：2022
卷号：14
期号：5
页码：2946
DOI：10.3390/su14052946
语种：English
出版社：MDPI, Open Access Journal
摘要：In this theoretical paper, a multidisciplinary framework is structured to enable the formation of a shared understanding of the need to combine education for sustainability, traditional knowledge, transformative learning, systems thinking, and storytelling. The paper summarizes results from some fairly new studies on sustainability implementation in education, recognizes problems, and provides alternative suggestions on how to address problems that prevent the integration of sustainability in education. An increase in ecological illiteracy in society and lost contact with nature seem to occur within the now-growing generation. In research literature, it is largely agreed that systems thinking needs to be developed in order to understand the concept of sustainability. Reviewing research in the field, systems dynamics, simulations, and case studies are highlighted as possible pedagogical tools to emerge in the understanding of sustainability. However, do we still only preform information transformation? To transform both education and society, transformative learning must be adopted. This paper would like to emphasize the capacity of storytelling to make sustainability more easily accessible. Storytelling as a pedagogical tool for learning sustainability is still a bit overshadowed, but the idea of sustainability can be traced far back in aboriginal cultures, where storytelling has been used to transfer traditional knowledge from one generation to the next.