Sustainable Futures: Teaching and Learning: a Case Study by Margaret Robertson

Sustainable Futures: Teaching and Learning: a Case Study by Margaret Robertson

By Margaret Robertson

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Indeed, the different perspectives of different people enrich the process of understanding this immense cause. Harvard Professor of English, Lawrence Buell, illustrates: ‘Like racism, environmental crisis is a broadly cultural issue, not the property of a single discipline’ (Buell 2005, p. vi). Adopting a phenomenological approach to ‘subjective place-attachment’ (p. 72), Buell is able to reveal multiple levels of mental mapping. There is spatial orientation, which brings in daily-lived space, and there is temporal space which we carry within through lived experience.

This does not preclude the particular strengths of disciplines; indeed, Buell qualifies his view with an analysis of the particularities of disciplines which can help to solve various aspects of the puzzles. Within the discipline of geography, for example, YiFu Tuan has long provided a role model for lateral thinking about environmental meaning-making (Tuan 1974). The aesthetics of the place or that which we may call ‘home’ can be interpreted from art and literature and a range of cultural artefacts.

Mahatma Gandhi I have cherished the ideal of a democratic and free society in which all persons live together in harmony and with equal opportunities. —Nelson Mandela Mahatma Gandhi and Nelson Mandela are regarded as two of the most influential thinkers of the twentieth century. Now, as we move towards the end of the first decade in the twenty-first century, it is timely to reflect on their wisdom and the progress made within the global village of planet earth. The report card suggests that sustainable futures are moving further away from our community and that humans are largely to blame.

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