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Addressing Misconceptions to the Concept of Resilience in Environmental Education

Author

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  • Ali Kharrazi

    (Center for the Development of Global Leadership Education, University of Tokyo, Tokyo 113-8654, Japan
    Advanced Systems Analysis Group, International Institute for Applied Systems Analysis (IIASA), A-2361 Laxenburg, Austria)

  • Shogo Kudo

    (Graduate Program in Sustainability Science—Global Leadership Initiative (GPSS-GLI), Graduate School of Frontier Sciences, The University of Tokyo, Tokyo 277-8563, Japan)

  • Doreen Allasiw

    (Graduate Program in Sustainability Science—Global Leadership Initiative (GPSS-GLI), Graduate School of Frontier Sciences, The University of Tokyo, Tokyo 277-8563, Japan)

Abstract

Environmental education is shaped in response to societal and environmental realities and it reflects new interests and demands that enable sustainable transformations. In recent years, the concept of resilience has taken an increasingly significant role among practitioners, researchers, policymakers, and especially within the Sustainable Development Goals (SDGs). Despite its growing importance, the literature surrounding the concept of resilience has struggled to find a consensus on definitions and measurements and therefore may be easily misconceived. In this avenue, a consensus among varying perspectives of resilience may be better achieved by understanding the interaction between students’ prior knowledge (pre-conception) of resilience and the knowledge provided by educators. Based on the case study of five courses that teach the concept of this paper firstly identifies and discusses three common misconceptions among students, focusing on the concept of socio-ecological resilience. These include misconceptions to the value judgment, adaptability, and the costs that are relevant to the concept of resilience. Secondly, this paper discusses educational tools derived from scenario planning and theoretical foundations underlying empirical approaches to the concept of resilience, which may benefit educators in enabling critical thinking to address such common misconceptions. This paper may contribute to ongoing discussions in the environmental education literature, specifically to both pedagogy and curriculum focusing on the concept of resilience.

Suggested Citation

  • Ali Kharrazi & Shogo Kudo & Doreen Allasiw, 2018. "Addressing Misconceptions to the Concept of Resilience in Environmental Education," Sustainability, MDPI, vol. 10(12), pages 1-12, December.
    • Handle: RePEc:gam:jsusta:v:10:y:2018:i:12:p:4682-:d:189138
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    References listed on IDEAS

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    1. Ali Kharrazi & Brian D. Fath & Harald Katzmair, 2016. "Advancing Empirical Approaches to the Concept of Resilience: A Critical Examination of Panarchy, Ecological Information, and Statistical Evidence," Sustainability, MDPI, vol. 8(9), pages 1-17, September.
    2. Kharrazi, Ali & Sato, Masahiro & Yarime, Masaru & Nakayama, Hirofumi & Yu, Yadong & Kraines, Steven, 2015. "Examining the resilience of national energy systems: Measurements of diversity in production-based and consumption-based electricity in the globalization of trade networks," Energy Policy, Elsevier, vol. 87(C), pages 455-464.
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    5. Strunz, Sebastian, 2012. "Is conceptual vagueness an asset? Arguments from philosophy of science applied to the concept of resilience," Ecological Economics, Elsevier, vol. 76(C), pages 112-118.
    6. Stephen R. Carpenter & Kenneth J. Arrow & Scott Barrett & Reinette Biggs & William A. Brock & Anne-Sophie Crépin & Gustav Engström & Carl Folke & Terry P. Hughes & Nils Kautsky & Chuan-Zhong Li & Geof, 2012. "General Resilience to Cope with Extreme Events," Sustainability, MDPI, vol. 4(12), pages 1-12, November.
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    Cited by:

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