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Theory in, theory out: NCSE and the ESS curriculum

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  • James Proctor

Abstract

The National Council for Science and the Environment (NCSE) has played a prominent role performing empirical research on the environmental studies and sciences (ESS) curriculum over the last 10 years and in significant ways has helped define the “new normal” of the ESS curriculum—for instance, in foregrounding sustainability as its core theme. Greater attention to the conceptual assumptions and implications of this effort—i.e., how theory informs and follows from NCSE’s empirical research—may help us better interrogate this “new normal” as we collectively chart the ESS curriculum of the future. In this paper, I examine one key recent NCSE report, titled “Interdisciplinary Environmental and Sustainability Education on the Nation’s Campuses 2012: Curriculum Design.” Its theoretical dimensions are summarized via three key steps: (a) the ideal ESS curriculum builds on diverse forms of knowledge, (b) this diverse knowledge can be organized into major curricular models, and (c) sustainability integrates these curricular models. The final step, presented without empirical justification, appears to derive both from earlier NCSE-related publications and theoretical assumptions from the first two steps. I conclude by rephrasing these three steps as questions for continued discussion and debate. Ultimately, theory and empirical research both matter in discussions over the ESS curriculum, which would ideally be informed but not constrained by NCSE’s contributions. Copyright AESS 2015

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  • James Proctor, 2015. "Theory in, theory out: NCSE and the ESS curriculum," Journal of Environmental Studies and Sciences, Springer;Association of Environmental Studies and Sciences, vol. 5(2), pages 218-223, June.
  • Handle: RePEc:spr:jenvss:v:5:y:2015:i:2:p:218-223
    DOI: 10.1007/s13412-015-0237-9
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    References listed on IDEAS

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    1. Shirley Vincent & Will Focht, 2011. "Interdisciplinary environmental education: elements of field identity and curriculum design," Journal of Environmental Studies and Sciences, Springer;Association of Environmental Studies and Sciences, vol. 1(1), pages 14-35, March.
    2. Timothy W. Luke, 2005. "Neither sustainable nor development: reconsidering sustainability in development," Sustainable Development, John Wiley & Sons, Ltd., vol. 13(4), pages 228-238.
    3. Steven Cooke & Jesse Vermaire, 2015. "Environmental studies and environmental science today: inevitable mission creep and integration in action-oriented transdisciplinary areas of inquiry, training and practice," Journal of Environmental Studies and Sciences, Springer;Association of Environmental Studies and Sciences, vol. 5(1), pages 70-78, March.
    4. David Gosselin & Rod Parnell & Nicholas Smith-Sebasto & Shirley Vincent, 2013. "Integration of sustainability in higher education: three case studies of curricular implementation," Journal of Environmental Studies and Sciences, Springer;Association of Environmental Studies and Sciences, vol. 3(3), pages 316-330, September.
    5. James Proctor & Susan Clark & Kimberly Smith & Richard Wallace, 2013. "A manifesto for theory in environmental studies and sciences," Journal of Environmental Studies and Sciences, Springer;Association of Environmental Studies and Sciences, vol. 3(3), pages 331-337, September.
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    Cited by:

    1. Richard L. Wallace & Susan G. Clark, 2018. "Environmental studies and sciences in a time of chaos: problems, contexts, and recommendations," Journal of Environmental Studies and Sciences, Springer;Association of Environmental Studies and Sciences, vol. 8(1), pages 110-113, March.
    2. Shirley Vincent, 2017. "Response: Theory in, theory out: NCSE and the ESS curriculum," Journal of Environmental Studies and Sciences, Springer;Association of Environmental Studies and Sciences, vol. 7(2), pages 200-204, June.
    3. Jonathan Lepofsky, 2015. "Heterodox environments: pre-undergraduate ESS experiences beyond the AP ®," Journal of Environmental Studies and Sciences, Springer;Association of Environmental Studies and Sciences, vol. 5(2), pages 207-212, June.
    4. James Proctor & Jennifer Bernstein & Richard Wallace, 2015. "Introduction: unsettling the ESS curriculum," Journal of Environmental Studies and Sciences, Springer;Association of Environmental Studies and Sciences, vol. 5(2), pages 195-199, June.

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