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Reflections on the Transformative Power of Environmental Education in Contemporary Societies: Experience from Two College Courses in Greece and the USA

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  • Christina Marouli

    (Environmental Studies Programme, Deree—The American College of Greece, 6 Gravias Street GR-153 42 Aghia Paraskevi, Athens 11528, Greece)

  • Quentin Duroy

    (Economics Department, Denison University, 100 W. College Street, Granville, OH 43023, USA)

Abstract

In the current information-saturated world of knowledge societies, universities are at risk of training technical experts who hold myopic views of the future, and leaders who are ill-equipped to address the systemic nature of current global ecological, economic, and political crises. In this context, and taking into account the obstacles posed, and the opportunities provided, by contemporary societies, the current paper discusses the design and implementation of courses which not only rely upon, but also increase the transformative power of Environmental Education (EE) and Education for Sustainability (EfS) within Higher Education. We rely on our experience in two college courses, in Greece and the USA, to provide reflections on the integrative, interdisciplinary and collaborative dimensions of EE/EfS and on their ability to challenge neoliberal discourse that permeates contemporary knowledge societies. The qualitative methodology utilized in the paper rests on a self-study research approach and on end-of-term course evaluations filled by the students. We propose that successful design and implementation of EE/EfS courses depends upon the instructors’ (and their institutions’) ability to democratize and rethink the classroom (beyond its physical limits and into the community), to help students self-examine their place in the system, and to create assignments that test the learning process rather than learning outcomes.

Suggested Citation

  • Christina Marouli & Quentin Duroy, 2019. "Reflections on the Transformative Power of Environmental Education in Contemporary Societies: Experience from Two College Courses in Greece and the USA," Sustainability, MDPI, vol. 11(22), pages 1-25, November.
  • Handle: RePEc:gam:jsusta:v:11:y:2019:i:22:p:6465-:d:287879
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    References listed on IDEAS

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    1. Grit Laudel, 2006. "The art of getting funded: How scientists adapt to their funding conditions," Science and Public Policy, Oxford University Press, vol. 33(7), pages 489-504, August.
    2. Fumi Kitagawa, 2005. "Entrepreneurial Universities and the Development of Regional Societies: A Spatial View of the Europe of Knowledge," Higher Education Management and Policy, OECD Publishing, vol. 17(3), pages 65-89.
    3. Andrew Dobson, 2007. "Environmental citizenship: towards sustainable development," Sustainable Development, John Wiley & Sons, Ltd., vol. 15(5), pages 276-285.
    4. Quentin Duroy, 2016. "Thinking Like a Trader: The Impact of Neoliberal Doctrine on Habits of Thought," Journal of Economic Issues, Taylor & Francis Journals, vol. 50(2), pages 603-610, April.
    5. John Gowdy & Jon D. Erickson, 2005. "The approach of ecological economics," Cambridge Journal of Economics, Cambridge Political Economy Society, vol. 29(2), pages 207-222, March.
    6. Heinze, Thomas & Shapira, Philip & Rogers, Juan D. & Senker, Jacqueline M., 2009. "Organizational and institutional influences on creativity in scientific research," Research Policy, Elsevier, vol. 38(4), pages 610-623, May.
    7. Quentin Duroy, 2014. "Neoliberal Europe: Enabling Ethno-Cultural Neutrality or Fueling Neo-Nationalist Sentiment?," Journal of Economic Issues, Taylor & Francis Journals, vol. 48(2), pages 469-476.
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    Cited by:

    1. Christina Marouli, 2021. "Sustainability Education for the Future? Challenges and Implications for Education and Pedagogy in the 21st Century," Sustainability, MDPI, vol. 13(5), pages 1-15, March.

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