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Pedagogies of Preparedness: Use of Reflective Journals in the Operationalisation and Development of Anticipatory Competence

Author

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  • Senan Gardiner

    (Education and Pedagogical Sciences, University of Vechta, Driverstraße 22, 49377 Vechta, Germany)

  • Marco Rieckmann

    (Education and Pedagogical Sciences, University of Vechta, Driverstraße 22, 49377 Vechta, Germany)

Abstract

In higher education there is a growing demand for graduates with the competence to transform our society toward a sustainable future. Part of this competence in sustainability is anticipatory competence, the ability to engage with multiple futures, manage uncertainty and hold a worldview that the future can and should be steered toward a more just sustainable path. In order to further examine and operationalise anticipatory competence, a course “Sustainability and the Future” was developed and run in the University of Vechta, Germany, as part of an action research cycle exploring key competencies for sustainability in higher education. Reflective journaling was used to explore the competence acquisition process along with focus groups with students after the course. The analysis of this programme shows that while certain subject areas such as values, transport and population models provoke more critical reflection on the future, skills such as the ability to work with emotional aspects of the future, for instance hope, were perceived to be necessary for anticipatory competence.

Suggested Citation

  • Senan Gardiner & Marco Rieckmann, 2015. "Pedagogies of Preparedness: Use of Reflective Journals in the Operationalisation and Development of Anticipatory Competence," Sustainability, MDPI, vol. 7(8), pages 1-22, August.
    • Handle: RePEc:gam:jsusta:v:7:y:2015:i:8:p:10554-10575:d:53840
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    References listed on IDEAS

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    2. World Commission on Environment and Development,, 1987. "Our Common Future," OUP Catalogue, Oxford University Press, number 9780192820808.
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    Cited by:

    1. Mathias Decuypere & Hanne Hoet & Joke Vandenabeele, 2019. "Learning to Navigate (in) the Anthropocene," Sustainability, MDPI, vol. 11(2), pages 1-16, January.
    2. Yared Nigussie Demssie & Harm J. A. Biemans & Renate Wesselink & Martin Mulder, 2020. "Combining Indigenous Knowledge and Modern Education to Foster Sustainability Competencies: Towards a Set of Learning Design Principles," Sustainability, MDPI, vol. 12(17), pages 1-20, August.
    3. Crisanta-Alina Mazilescu & Bernard Gangloff, 2017. "Value Assigned to Employees Who Preserve the Social and Organizational Environment," Sustainability, MDPI, vol. 9(2), pages 1-17, January.
    4. James Ayers & Jayne Bryant & Merlina Missimer, 2020. "The Use of Reflective Pedagogies in Sustainability Leadership Education—A Case Study," Sustainability, MDPI, vol. 12(17), pages 1-21, August.
    5. Lukas Scherak & Marco Rieckmann, 2020. "Developing ESD Competences in Higher Education Institutions—Staff Training at the University of Vechta," Sustainability, MDPI, vol. 12(24), pages 1-19, December.
    6. Nicole Motzer & Aleta Rudeen Weller & K Curran & Simon Donner & Ronald J. Heustis & Cathy Jordan & Margaret Krebs & Lydia Olandar & Kirsten Rowell & Linda Silka & Diana H. Wall & Abigail York, 2021. "Integrating Programmatic Expertise from across the US and Canada to Model and Guide Leadership Training for Graduate Students in Sustainability," Sustainability, MDPI, vol. 13(16), pages 1-20, August.
    7. Tallgauer, Maximilian & Schank, Christoph, 2024. "Challenging the growth-prosperity Nexus: Redefining undergraduate economics education for the Anthropocene," Ecological Economics, Elsevier, vol. 216(C).

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