7

th
International JTEFS/BBCC Conference
SUSTAINABLE DEVELOPMENT CULTU!E EDUCATION
"o#t $ni%er#itie# an& or'ani(ation#
Daugavpils University (Latvia)

A##ociation )E&$cation for
S$#taina*le De%elo+,ent-
AEFSD
Tallinn University (Estonia)

University of Vechta (Germany)

University of Helsinki (Finlan)

University of !oensuu (Finlan)

University of De"recen (Hungary)

#naolu University (Turkey)

$hoes University (%outh #frica)

&ork University ('anaa)

Vilnius University (Lithuania)

%iauliai University (Lithuania)

Earth 'harter

Latvian (ational 'ommission for
U(E%')

7
th
International JTEFS/BBCC Conference
SUSTAINABLE DEVELOPMENT CULTU!E EDUCATION
!e#earch an& I,+le,entation of E&$cation for S$#taina*le
De%elo+,ent
CONFE!ENCE P!OCEEDIN.S
E&itorial *oar&
'ristopher *e++ina (University of ,alta- ,alta)
Detlev Linau.*ank (University of Vechta- Germany)
Esmahan #gaoglu (#naolu University- Turkey)
Gyula Lakatos (University of De"recen- Hungary)
Helen /0 Gerretson (University of %outh Floria- U%#)
!ohn 1ing (%outhern )regon University- U%#)
$oni #ams (%outhern )regon University- U%#)
%usan Faller.,itchell (%outhern )regon University- U%#)
Ulla H2rk3nen (University of !oensuu- Finlan)
&esuas 'hoonassery (*erkely 'ollege- U%#)
Lan'$a'e e&itor#
Helen /0 Gerretson (University of %outh Floria- U%#)
!ohn 1ing (%outhern )regon University- U%#)
Ginta Ge+une (Daugavpils University- Latvia)
4nga Ge+une (Daugavpils University- Latvia)
Laye.out "y I/0a Pi12e%# (Daugavpils University- Latvia)
Content#
Pheno,enolo'3 of E&$cation for S$#taina*le
De%elo+,ent 4
Eco.phenomenology5 the language of 6elling 7
Randall Dana Ulveland 8
'osmopolitanism an eucation5 sketch of a methoological
conversion 89
Clara Mandolini 22
!e#earch for E&$cation for S$#taina*le De%elo+,ent 56
4ntercultural ialogue an Europeani+ation of eucation :
research initiatives supporting eucation for sustaina"le
evelopment ;<
Peter Schreiner 35
Eucation for sustaina"le evelopment an ha+ar
prepareness5 a key to promote community engagement =7
Constantina Scanavis and Maria Sakellari 48
Teacher E&$cation for E&$cation for S$#taina*le
De%elo+,ent 78
Energy topic in non.formal eucation of Latvia >9
Anita Pipere, Lolita on!ne, Antoni"s Sal#tis, $r%na &okina, R'd#te
(ra)ovska and M!r#te &ravale*Pa'li+a ,-
Diactical fractal as a conceptual moel for sustaina"le science
teachers? eucation @>
Lolita on!ne .,
Ecological perspective on the prospective teachers? eucation in
the conteAt of sustaina"le eucation B9
$r%na &atane and Svetlana &r'/0i"a 1-
E&$cation for S$#taina*le De%elo+,ent in "i'her
E&$cation 89:
%ustaina"ility in eveloping teachers? professional competency
9CB
e0ena 2ad"anova*Lo34ina and Sandra 5ari+a -61
Levels- criteria an inicators of the evelopment of music
teacher programme stuent?s reflective activity in the conteAt of
sustaina"le evelopment 98B
elena Davidova and 7at"ana Minakova -21
Universities in #frica cannot 6ait5 faculty perception of
leaership- Duality management for sustaina"le evelopment
9>=
89ach'k9' Prince :lol')e, Daniel ;le3ch'k9' ;/)e4or, Pater
a3es Pkolovie -,4
8kere'9e3 Stephen ;kpen<on/ -,4
Or'ani#ation of Learnin' En%iron,ent in E&$cation for
S$#taina*le De%elo+,ent ;+re<#chool= +ri,ar3 an&
#econ&ar3 le%el> 846
/ro"lems of improving learning environment in seconary
technical schools 97<
8ata0"a van*(e"eka -85
E&$cation for S$#taina*le De%elo+,ent an& Social ?or@
A95
The role of agricultural counselling centres in implementation
of sustaina"le evelopment of rural areas in /olan 8C;
Piotr Pr's and Rados=a9 S4t')a 263
/ossi"ilities of supporting chilren 6ith special eucational
nees in Estonia through cooperation "et6een the eucational-
social an meical fiels 89>
7iina &allav's 2-,
E&$cation for S$#taina*le De%elo+,ent an& e<Learnin'
AA4
%ustaining positive motivation an creit value through "lene
learning 887
Peter P'r/ and Sre>ko 5akra"?ek 228
6
Pheno,enolo'3 of E&$cation for S$#taina*le
De%elo+,ent
Eco<+heno,enolo'3B the lan'$a'e of &Cellin'
$anall Dana Ulvelan
@estern :re/on Universit<, USA
A*#tract
7his pheno3enolo/ical anal<sis, the a'thor considers possi)ilities oA ho9 9e
3i/ht, in ed'cational settin/s, pro3ote an a9areness oA, and active en/a/e3ent
into, s'staina)ilit< activitiesB @e are called to d9ellB And in o'r d9ellin/, o'r
2ein/ is disclosedB 2't in a technolo/ical 9orld, 9e are disclosed as )ein/
dise3)odied and disconnected Aro3 nat'reB @e Aind si3ilar disclos'res in
co3p'lsor< schoolin/B In schools, the language and power of
institutional authority and efficiency has delimited the manner in
which the world can be present. Our fundamental relationships
with knowledge and nature have been altered. Pedagogical
attempts to inform students and teachers about sustainability
might suffer a similar delimiting fate. Perhaps we have forgotten
how to dwell.
Key words: eco-phenomenology instrumental rationality
dwelling calculative thinking school knowledge.
Intro&$ction
Eco.phenomenology asks that 6e look- 6ithout preEuice- or pre.Eugment-
to6ar nature as it sho6s itself0 FTo the things themselves-G urges E0 Husserl0
F4nto *eing-G echoes ,0 Heiegger0 He look to6ar the ontological0 *ut 6here
oes this look take us 6hen 6e are aske to consier nature an schooling
togetherI Hhat common groun might "e share "y "oth nature an schoolingI
Hhat origin might emergeI 4n this paper- these Duestions are eAplore in an
attempt to iscern ho6 the language an po6er of institutional authority an
!
notions of efficiency elimit the manner in 6hich the natural 6orl can "e
present0 For it is em"oie presence that is reDuire to truly unerstan an
appreciate sustaina"ility0
" Randall Dana Ulveland
Ori'in#
F)rigin 0 0 0 means that from 6hich an "y 6hich something is 6hat it is an as it
isG ,0 Heiegger says0 FHhat something is- as it is- 6e call its essence or nature0
The origin of something is the source of its natureG (Heiegger- 9B@9- ;<)0 *ut
concern for nature- an compulsory school- originate from t6o very ifferent
sources0
Hhen 6e Duestion the origin of nature as it sho6s itself to us- 6e look
an listen to6ar the environmentalist?s eAperience0 #n in our listening 6e
often hear the aesthetic response0 He hear personifications- narratives- histories0
He 6itness "oies envelope- enrapture- in the su"lime0
Hhen 6e Duestion the origin of schooling- an ask a"out the source of
its nature- 6e look to6ar the activity of the schoole an those 6ho school0
Hhen 6e listen to the language that conteAtuali+es schooling practice 6e are
Duickly ra6n into programmatic instruction0 He hear less a"out personifications
an more a"out eli"erate o"Eectification0 Histories give 6ay to a continuous
present0 *oies are capture- if not eliminate completely "y the emphasis place
on the techniDues of schooling0 The sentient human "oy that 6as once so
necessary in the pursuit an achievement of unerstaning is shucke off in the
name of a"stract reasoning an relentless memori+ation0 4nstrumental reason
prevails0 He are no6- 6ith our programmatic instruction- programme to
program0
To !ecei%e ?ith ?on&er
'an 6e fin common groun 6ithin the narratives of nature an schoolingI
/erhaps H0 Hhitman (9B><) fins an opening0 He 6rites5
7here 9as a child 9ent Aorth ever< da<,
And the Airst o)"ect he looked 'pon and received 9ith 9onder, pit<, love, or
dread,
that o)"ect he )eca3e,
# Randall Dana Ulveland
And that o)"ect )eca3e part oA hi3 Aor the da<, or a certain part oA the da<, or
Aor 3an< <ears, or stretchin/ c<cles oA <earsB
7he earl< lilacs )eca3e part oA this child,
And /rass, and 9hite and red 3ornin/*/lories, and 9hite and red clover, and the
son/ oA the phoe)e*)ird,
CB
And the apple*trees coverDd 9ith )losso3s, and the Ar'it aAter9ard,
and 9ood*)erries, and the co33onest 9eeds )< the roadE
7hese )eca3e part oA that child 9ho 9ent Aorth ever< da<, and 9ho no9 /oes,
and 9ill al9a<s /o Aorth ever< da<B
To receive 6ith 6oner0 %omething so simple- an yet so profoun0 He
hear H0 Hhitman speak of a chil an the 6ay the chil looks upon an receives
6ith 6oner an o"Eect 6ithin his grasp0 He hear of the o"Eect "ecoming part of
the chil0
Here is a poet 6ho gives us glimmers of the appeal- or the call- of
*eing0 He sense an engagement 6ith- an a commitment to- the 6orl0 4n this
J"ecoming? the istinction "et6een chil an 6orl is "lurre0 H0 Hhitman
allo6s a chil an an o"Eect to come into "eing together0 /erhaps H0 Hhitman
unerstans the call of *eing "ecause it is the poetKs calling- or responsi"ility- to
unerstan or recogni+e the call0 /erhaps the same can "e sai for the
environmentalist0
4t is the teacher?s an stuent?s calling as 6ell0 Like the poet- 6e too
hear that call0 *ut perhaps only faintly "ecause 6e have "een tol to listen for a
ifferent call0 /rogrammatic instruction nees no 6oner- pity- love or rea0
4nstrumental rationality asks not 6hy0
Have 6e forgotten to make that appeal eAplicit in our schooling
practiceI Have 6e forgotten the appeal that presuma"ly- or esira"ly- "egins in
6oner an so often ens in the proceural implications inaugurate "y a
$% Randall Dana Ulveland
hegemonic- technological- iscourse0 4n our schooling practice- o"Eectification
prevails0 He are encourage to maintain a istinction "et6een kno6er an
kno6n- manipulating "oth0
O*0ectification
Hhitman puts into Duestion the "ounaries "et6een "eing an "eings0 FThat
o"Eect he "ecameG0 4n the language of schooling- o"Eectification is paramount0
The school environment is one that relies on spatial visual metaphors : material
is to "e covere- o"Eectives are to "e measure0 This thinking- or non.thinking- is
of a 6orl that has forgotten *eing0 This forgetting of *eing cannot- an must
not- "e unerstate0
Let us "e clear on this thing 6e call o"Eect0 4n that very moment- H0
Hhitman says- Fthat o"Eect he "ecame-G 6e lose the sense of o"Eect as that 6hich
stans against us0 #n in its stea- 6e fin one 6ho 6ells : one 6ho enters in
an through that 6hich sho6s itself0 He recogni+e Duickly that the chil a"out
6hom Hhitman speaks 6ells in an through a 6orl- ultimately taking that
6orl on as a perspective0
,0 ,erleau./onty says something similar 6hen speaking of a 6ork of
art5 F4 6oul "e har presse to say 6here the painting is 4 am looking at0 For 4
o not look at it as one looks at a thing- fiAing it in its place0 ,y ga+e 6aners
6ithin it as in the halos of *eing0 $ather than seeing it- 4 see accoring to- or 6ith
itG (,erleau./onty- 9BB;- 98>)0
The eucator shares a 6ay of life 6ith the artist- poet an
environmentalist0 Each reveals that 6hich is o"scure or unkno6n "y presenting
an presencing : through painting- poem- story- or eAample0 *ut the eucational
iscourse an the emphasis of instruction for pre.service teachers suggest that
presenting has the higher status0 4n colleges of teacher eucation- 6e iscuss the
importance of presentation0 Ho6 might one present something effectively- to the
greatest "enefit of the stuentI Ho6 shoul material "e presente so that stuents
6ith iffering learning styles might come to unerstanI He seem to "e fiAe on
the presentation : fiAate on the movement an retrieval of ata an information
: on o"Eects0 Ho6ever- if 6e give hee to ,0 ,erleau./onty?s insights- 6e
recogni+e that our non.o"Eective ga+e shoul not "e fiAe on the painting- the
poem- or the eAample0 *y Jseeing.6ith.it? that 6e "egin to arouse the presencing0
$$ Randall Dana Ulveland
,0 Heiegger escri"es this seeing.6ith in his analysis of Van Gogh?s
peasant shoe paintings0 *y F"ringing ourselves "efore Van Gogh?s painting-G ,0
Heiegger says- Fthat the painting speaks0G #n- Fin the nearness of the 6ork
6e 000 LareM 000 suenly some6here else than 6e usually ten to "e0G 4n this
Fsome6here elseG 6e 6itness the Ftoilsome trea of the 6orker- 000 the
accumulate tenacity of her slo6 truge through the far.spreaing an ever.
uniform furro6s of the fiel s6ept "y a ra6 6in- 000 the loneliness of the fiel
path as evening falls- 0 0 0 an the call of the earthG (Heiegger- 9B@9- 9=;)0 4n our
nearness- an our seeing.6ith- 6e enter into the peasant?s 6orl0 He are not
aske "y the artist to fiA our ga+e on the 6orn trea or the tattere sole epicte
on canvas- treating this shoe as a thing in itself0 He are- rather- calle to F"ring
ourselves "efore the paintingG : to F6aner in the halos of *eingG : to allo6
ourselves to enter into- or think into- or imagine into- that 6hich allo6e the
shoes to appear as they o0 Hhat is at 6ork- Heiegger eAplains- is Fthe
isclosure of the particular "eing in its *eingG (Heiegger- 9B@9- 9>9)0
)ne sensitive to nature- in his or her Jnearness? to nature- in his or her
Jseeing 6ith-? enters into nature?s life0 The environmentalist "rings herself
J"efore nature-? allo6ing nature to speak- an soon- as eAperience attests- fins
herself Jsome6here else that she usually tens to "e0? (ineteenth century 6riter
,0 Fuller- 6hen sharing her first eAperiences of the /rairies of 4llinois- 6rote5

$ )e/an to love )eca'se $ )e/an to kno9 the scene, and shrank no
lon/er Aro3 Fthe encirclin/ vastnessBG $t is al9a<s th's 9ith the ne9 Aor3 oA liAeE
9e 3'st learn to look at it )< its o9n standardB B B B 2't aAter a 9hile $ 9o'ld
ascend the rooA oA the ho'se 9here 9e lived, and pass 3an< ho'rs, needin/ no
si/ht )'t the 3oon rei/nin/ in the heavens, or starli/ht Aallin/ 'pon the lake,
till BBB H$I Aelt nearer heaven BBB JK'ller 2662, 2-LB
4n that some6here else- 6here personification reins- 6e hear E0 '0
Hright say5
into the Aorests and /rottoes 9here the air )reaths poetr<, and all the
ele3ents oA /rander dra3as than ever 9e have enacted, are created and eMhaled
)< rock, and tree, and 3oss N )< cool sprin/ and shad< river N )< 3an<*toned
$& Randall Dana Ulveland
)irds, and )ri/ht*h'ed insects, and sh< 9ild )easts N )< Ao/, and clo'd, and
9ind, s'nshine, and rain, and de9B @e had a 3ind to lie o't 'nder the skies and
catch an< divine ideas that 3i/ht Aall, 9ith Aallin/ stars, on the so'l not sh't in
Aro3 the3 )< lath and shin/lesB @e 9o'ld lie on the )oso3 oA Mother ;arth and
listen to her )reathin/, and there)< interpret her drea3sB @e 9o'ld h'sh still the
liAe that 9as in 's, and listen Aor Fthe so'nd oA /ro9in/ thin/s J@ri/ht, 2662, 42N
43LB
Like the artist asking that 6e not look at the painting as a thing- or like
the environmentalist asking that 6e see into an "eyon the natural o"Eects that
present themselves- in our eucational presencing the teacher might ask that
stuents not look at the eAample as a thing0 F4 6ant to share 6ith you a passage-G
the English teacher says enthusiastically0 The 6ors suggest the o"Eective- "ut
6ithin the enthusiasm 6e fin the glimmers of a call to enter into the story0 )r-
Flook at this-G the science teacher says- holing something up for vie60 The
6ors spoken speak of the o"Eective- "ut the call is to flo6 into a 6onrous
nature allo6ing that 6hich is hel up to "e isclose as it is0 There is a call to "e
suenly some6here else than 6e usually ten to "e0
F4 6ill provie my stuents 6ith eAamples-G the teacher says0 *ut
eAamples are alreay representations of something consiere real an remove
from us in space an time0 Van Gogh?s shoes 6ere not meant to "e eAamples-
any more than #0 'omstock?s (8CC8) trees 6ere meant to "e eAamples0
)ne might say that 6e are o"sesse 6ith eAamples in teacher
preparation institutions0 Lesson o"Eectives are rife 6ith eAamples5 F%tuents 6ill
"e given a num"er of eAamples so that they might come to unerstan Jsuch.an.
such? a concept- an 6ill perform Jsuch.an.such? a task 6ith 7CN accuracyG0
F%tuents 6ill "e provie 6ith eAamples-G 6e hear repeately0 The presumption
here is that stuents 6ill come to kno6 the eAamples an evelop the a"ility to
manipulate those representations rather than 6elling 6ithin the *eing of that
6hich is re.presente0
4f 6e take presencing seriously- one must unerstan something of the
*eing of that 6hich is represente : that is- the *eing that allo6s that 6hich is
meant to "e share to come into eAistence0 Here lies the Fsome6here elseG that
,0 Heiegger speaks a"out0 Here falls the poet?s ga+e : Fvoracious-G reaching
"eyon the Fvisual givens0G The poet- artist- an environmentalist convey the
Fvoluminosity of the 6orlG (,erleau./onty- 9B>=- 9>>)0 Ho6ever- in the
classroom- eAample- painting- or nature "ecome that to 6hich 6e fiA our ga+e-
$' Randall Dana Ulveland
something to 6hich 6e point : the ontic renition0 The vie6er is situate an
fiAe at a istance from that 6hich is presente0 *y fiAing our ga+e 6e
potentially neglect the call to 6aner- isregaring the 6elling place share "y
those 6ho unerstan that 6hich is o"scure0 He isregar the *eing of "eings0
These o"Eects are for our purposes- our manipulation0 He are not for theirs0 '0
1irklan 6rote5
7he @estern settler looks 'pon these earth*)orn col'3ns and the
verdant rooAs and to9ers 9hich the< s'pport, as Oheav<*ti3)er,P N nothin/
3oreB Qe sees in the3 onl< o)stacles 9hich 3'st )e re3oved, at 9hatever
sacriAice, to 3ake 9a< Aor 3ills, stores, )lacks3ithsG shops BBB FClearin/G is his
dail< tho'/ht and ni/htl< drea3E and so literall< does he act 'pon this /rindin/
idea, that not one tree, not so 3'ch as a )'sh, oA nat'ral /ro9th, 3'st )e
s'AAered to c'3)er the /ro'nd, or he Aancies his 9ork inco3plete J&irkland,
2662, -4LB
Like the great tree in nature- stuents- too- have "een o"Eectifie an
manipulate for purposes other than their o6n0 He hear H0 T0 Harris- U0 %0
'ommissioner of Eucation from 977B to 9BC>- pioneer of the common school
movement- speak of stuent eAperience0 4n FThe philosophy of eucationG- 6hich
6as pu"lishe in9BC>- it is 6ritten5
8inet<*nine Hst'dentsI o't oA a h'ndred are a'to3ata, careA'l to 9alk in
prescri)ed paths, careA'l to Aollo9 the prescri)ed c'sto3B 7his is not an accident
)'t the res'lt oA s')stantial ed'cation, 9hich, scientiAicall< deAined, is the
s')s'3ption oA the individ'alB BBB 7he /reat p'rpose oA school can )e reali4ed
)etter in dark, airless, '/l< placesB BBB $t is to 3aster the ph<sical selA, to
transcend the )ea't< oA nat'reB School sho'ld develop the po9er to 9ithdra9
Aro3 the eMternal 9orld J(atto, 266,, 8,LB
Lo'i#tic#
$( Randall Dana Ulveland
/rescription is the message- su"stantial eucation the meium- the su"sumption
of the iniviual the live plan0 Ho6 6ell 6e have one0 *ut let us Duestion the
origin0 F0 %mith suggests 6e look to6ar logistics0
Logistics is the science of centrali+e planning- the systematic
organi+ation of people an materials0 4t 6orks to6ar the accomplishment of a
single clearly efine an istant goal : one step at a time0 4t is the epitome of
attention to etail- setting up an follo6ing preetermine plans 6ith ruthless
Duality control0 /eople no longer LiM o things as iniviuals- or as
communities- "ut as small cogs in a large system (%mith- 9BB7- >@)0
%ystem triumphs over people0 Leaers organi+e- ecision makers
enforce- plans are carrie out- efficiency privilege0 Hhere is H0 Hhitman no6I
7here 9as a child 9ent Aorth ever< da<,
And he 9as Aorced to look to9ard that 9hich 9as lo/isticall<
deter3inedB
Qe looked lo/isticall<B
And he )eca3e lo/istic Aor the da<, or a certain part oA the da<, or Aor
3an< <ears, or stretchin/ c<cles oA <earsB
Hhat matters is the plan0 (ineteenth century efficiency- organi+ation-
an management in schools ha alreay "een encourage "y preceing events0
The language of the /russian schools is peculiar0 /russian schools kne6 the
language of the /russian army0 The language- the metaphors- the ieas 6ere
there0 /russian schools- evolving from that same language an purpose as the
/russian #rmy- set the stage0 He kno6 of the #rmy?s success5
$) Randall Dana Ulveland
BBB 3echanical standardi4ation and 3etic'lo's attention to detail,
selected recr'its oA the sa3e a/e, hei/ht, 9ei/ht, and eMperience, p't BBB into
separate )arracks, HandI s')"ected to re3orseless discipline and drill BBB and BBB a
standardi4ed, predicta)le, and relia)le prod'ct H9as createdI 7hat )ein/ the
Pr'ssian soldier JS3ith, -118, 4.LB
)ur militaristic H0 Hhitman might say5
7here 9as a child 9ent Aorth ever< da<,
And he sa9 the deplo<3ent oA reso'rces, the recr'it3ent oA teachers
and st'dentsB 7he child advanced or 9ithdre9 9ith othersB
Qe 9as pro3oted to hi/her /radesB
Qe eMperienced drills, and sa9 strate/ies, 9as en/a/ed in )atteries oA
tests, 9as a9are oA 9ord attack skills, attained tar/ets, needed
reinAorce3ent, 9as a 3e3)er oA cohorts, a part oA n'3ero's ca3pai/ns
and the 9ar a/ainst illiterac<B :)"ectives, /oals BBB B
7hat o)"ect he )eca3e,
And that o)"ect )eca3e part oA hi3 Aor the da<, or a certain part oA the
da<, or Aor 3an< <ears, or stretchin/ c<cles oA <earsB
#n H0 Hhitman might continue5
8o9, teacher and st'dent /o Ao'rth, ever< da<,
co3pliant, non*thinkin/,
$6 Randall Dana Ulveland
9itho't 9onder or c'riosit<B
7he child 9ill 9ait Aor the teacher to tell hi3 9hat to do,
and the teacher 9ill 9ait Aor another a'thorit< to tell herB
7he< 9ill 9ait to/etherB
2elea/'ered, )'t read< Aor co33andB

To receive 6ith 6oner 6oul "e tantamount to an enemy attack or at least an
inconvenient interruption of any school programme0
DCellin'
F,y ga+e 6aners in it-G 6e hear ,0 ,erleau./onty say0 To 6aner in the
painting is to 6ell 6ith the artist in that enchante moment- in that place or time
previously iscovere or create "y the artist0 To 6aner is to atten to- listening
to a share language- iscovering a ne6 6ay of "eing0 Like6ise- 6e are calle to
6ell 6ith those 6ho share the "ounties of nature 6ith us0 #s 6ellers- to "orro6
a term from ,0 Heiegger- 6e attempt to get near- Fto resieG or to "e
FalongsieG in a familiar J6ay0? This is a 6ay of F"eing.familiar.6ithG the 6orl0
This is a 6ay of F"eing.in-G F"eing.at.home.in-G Fmoving.G or Fliving.in-G not in
the spatial sense- "ut rather in the eAperiential sense such as "eing in love0 That
in 6hich 6e 6ell is- accoring to ,0 Heiegger- J*eing? (Heiegger- 9B@9- ;<)0
He are invite to 6ell consensually "y the one 6ho has "een inspire0
The inspire one- fille 6ith thought an feeling- a"out something- calls out0
FLook at that "eautiful coast lineG the environmentalist says rapturously-
inspire- as if sharing a secret of human eAistence0 This rapturous call is an
encouragement to enter into a potential.for."eing in the share 6orl in 6hich
6e are situate0 FLook at these shoes-G Vincent says to his "rother Theo (an all
others 6ho might su"seDuently 6itness the painting)0 The revealer shares his
inspiration- inviting us- calling us- into his 6elling place- revealing that 6hich
may "e o"scure : making that 6hich is o"scure- consensual0 He are calle to
participate in the potential.for."eing0 To potentially "e some6here else than 6e
usually ten to "e0
$! Randall Dana Ulveland
He maintain Fa pactG "y 6hich 6e Flen our "oyG to a potential.for.
"eing0 He live 6ithin a 6ay of life that encourages an opening in 6hich
possi"ilities may occur or present themselves0 He anticipate the F"ursting forth
of the mass of the "oy to6ar the things0G The poet- as revealer- recogni+es an
ackno6leges the necessity to open oneself up to the revealing- 6aiting for the
o"scure to sho6 itself0 *ut to fiA our ga+e on the thing prevents us from sharing
that unspoken secret that lies 6ithin the FfleshG (,erleau./onty- 9BB=)0 *y fiAing
our ga+e at the presentation- "y maintaining our istance- "y treating things
o"Eectively- the Jflesh-? or this general manner of "eing- "ecomes a mere pellicle
of corporeal eAistence- superficially ontic0
To eAperience the presencing- 6e are calle to eAperience that 6hich is
"eing felt0 He are calle to feel in common0 He are calle to "e eApose0 FHhen
reaing me-G says 40 Layton (9B><)- in his poem F@ho3 $ @rite KorP5 F4 6ant
you to feel as if 4 ha rippe your skin off0G 40 Layton gives us the impression that
poet an poem are one an that the response "e corporeal to the core0 !ust as the
presenter 6ho lays herself open in the presencing- it is this that the presenter asks
of those 6ho are to enter into the 6ork0 40 Layton intens to penetrate the flesh- to
reveal the epths of our eAistence0 This is the communion an penetration that 6e
must also strive for in eucational presencing0 He sense this communion in the
6ors of '0 F0 GrimkO0 4n her personal Eournal '0 F0 GrimkO 6rote5
Sale3, -8,2
@ednesda<, 'ne 22B Resterda< AB, $B, CB, ;B, and $ 9ent to Mar)lehead
2eachB 7he tide 9as co3in/ in, and never have $ seen :ld :cean 3ore
/lorio'sl< )ea'tiA'lB @e had an aAternoon oA rare en"o<3entE and it
see3ed to 3e as iA $ reall< co'ld not tear 3<selA a9a<B $ think $ sho'ld
have sta<ed all ni/ht iA an<one 9o'ld have sta<ed 9ith 3eB $t 9as too
3'ch happiness to sit 'pon the rocks, and see those )reakin/ 9aves,
a/ainB As the< receded, 3< 9hole so'l see3ed dra9n a9a< 9ith the3,
then 9hen the< r'shed )ack a/ain 'pon the steadAast rocks 3< )ein/
thrilled, /lo9ed, 9ith "o<o's, eM'ltant liAeB Stran/e, stran/e, old sea,
ho9 so3ethin/ in the deepest depths oA 3< nat're responds to <o', ho9
the ver< Ai)ers oA 3< )ein/ see3 to clin/ to <o'B 2't ho9 can $ descri)e
the e3otions 9hich <o' a9ake in 3eS @ords cannot do itB 7he< Aail,
and are 9orthless, a)s'rd J(ri3kT, 2662, ..LB
$" Randall Dana Ulveland
Concl$#ion#
The #merican school eAperience- as it currently eAists- oes not lea one to
eAperience the natural 6orl in the same 6ay as those 6ho eAperience nature
eeply an corporeally0 He fin these ifferences in the language of 6elling0
/erhaps- for the schooler- curiosity?s an 6isom?s inherent lack of "ounary-
an the ina"ility to measure the "ounless- make the call to 6ell 6ithin the
natural 6orl ifficult at "est0 (o unifie vision of the marvellous or su"lime
eAists0 To 6ell 6ithin nature has more to o 6ith perspective than 6ith
measura"le skill0
4n school 6e seek "ehaviours- not eAperiences0 To talk of 6oner or
curiosity is to look for a visual "ehaviour of such0 The value is in the measura"le
"ehaviour0 %tuents are Duick to note an isregar this as school kno6lege
acDuisition0
There is no nee to 6oner corporeally into the 6orl- the 6onering
has "een one for us0 %chools re.hash the ol- not pursue the ne60 There is no
revelation of the hien0 %chools o not have time to encourage- or even trust-
ne6 revelation or rapturous amiration0 %chools are not eDuippe to talk a"out
"oy or spirit in the 6orl0
4n school 6e are enframe an ra6n in to specifie content- proceure-
stanars- an methoology : not love of life- 6isom- or purpose0 He are hel
captive "y F6ayG of techniDue0 He are enframe "y a 6ay of thinking that
o"scures 6oner0 4n schools- in a manic effort to assess an o"Eectify- something
as simple as Jreceiving 6ith 6oner? is lost : forgotten0 #n- in this forgetting-
6e alienate an isenfranchise those 6ho might other6ise eAperience nature
corporeally- 6onrously- an caringly0 4n the forgetting- stuents an nature
share a similar fate0
This is a call to remem"er *eing.in.the.Horl- for a return to *eing 6ill
"e reDuire to transition from sustaina"le practice to sustaina"le unerstaning0
FTo the things themselvesG0 F4nto *eingG0 %o souns the call of eco.
phenomenology0
!eference#
'omstock- #0 *0 (8CC8)0 Trees at leisure0 4n L0 #nerson P T0 %0 E6ars (Es0)-
At ho3e on this earth (pp0 9C9:9C@)0 Hanover5 University /ress of (e6 Englan0
$# Randall Dana Ulveland
Fuller- ,0 (8CC8)0 The prairies of 4llinois0 4n L0 #nerson P T0 %0 E6ars
(Es0)- At ho3e on this earth (8C:8@)0 Hanover5 University /ress of (e6
Englan0
Gatto- !0 T0 (8CC>)0 7he 'nder/ro'nd histor< oA A3erican ed'cationU an inti3ate
investi/ation into the pro)le3 oA 3odern schoolin/0 (e6 &ork5 )Afor Village
/ress0
GrimkO- '0 F0 (8CC8)0 !ournal eAcerpts0 4n L0 #nerson P T0 %0 E6ars (Es0)-
At ho3e on this earth (@8:79)0 Hanover5 University /ress of (e6 Englan0
Heiegger- ,0 (9B@9)0 7he ori/in oA the 9ork oA art, poetr<, lan/'a/e, tho'/ht0
#l"ert Hofstater (trans)0 (e6 &ork5 Harper P $o6 /u"lishers 4nc0 ;<0
1irklan- '0 (8CC8)0 Forest life0 4n L0 #nerson P T0%0 E6ars (Es0)- At ho3e
on this earth (pp0 9;:9B)0 Hanover5 University /ress of (e6 Englan0
Layton- 40 (9B><)0 Collected poe3s0 Toronto5 ,c'lellan P %te6art Lt0
*erleau-Ponty, *. +$#6(,. -he primacy of perception. .vanston,
Ill.: /orthwestern 0niversity Press.
,erleau./onty- ,0 (9BB;)0 Eye an min0 4n G0 #0 !ohnson (E0)- ,0 %mith
(trans)- 7he Merlea'*Pont< aesthetics readerU philosoph< and paintin/ (p0 98>)0
Evanston5 (orth6estern University /ress0
%mith- F0 (9BB7)0 7he )ook oA learnin/ and Aor/ettin/0 (e6 &ork Teacher?s
'ollege /ress0
Hhitman- H0 (9B><)0 7he collected 9ritin/s oA @alt @hit3anU leaves oA /rass0
4n H0 H0 *logett P %0 *raly (Es0)0 (e6 &ork5 (e6 &ork University /ress0
Hright- E0 '0 (8CC8)0 4nto the 6oos0 4n L0 #nerson P T0 %0 E6ars (Es0)- At
ho3e on this earth (pp0 =9:<=)0 Hanover5 University /ress of (e6 Englan0
Co#,o+olitani#, an& e&$cationB #@etch of a
,etho&olo'ical con%er#ion
&% Randall Dana Ulveland
'lara ,anolini
Universit< oA Macerata, $tal<
A*#tract
7he article disc'sses the opport'nit< oA 3ethodolo/ical cos3opolitanis3 in
h'3an sciences and ed'cation, in the conteMt oA /lo)al eMpansion oA political,
social and econo3ic interactionsB A Ocos3opolitan approachP is descri)ed in its
3ethodolo/ical /enesis and 3ain Aeat'res, as a pressin/ necessit< Aor h'3an
sciences in order to 'nderstand the conteMt oA individ'al actions and tho'/htsB
DeAined in s'ch a 9a<, 3ethodolo/ical cos3opolitanis3 helps theorists and
practitioners to /rasp the conte3porar< d<na3ics and to reorient theories and
practices conseV'entl<B Kirst oA all, the article considers the partial crisis oA
nation*states as central political s')"ectsE the Aollo9in/ step ar/'es the shiAt oA
the 3ethodolo/ical Ara3e9ork Aro3 a nationalistic to9ard a cos3opolitan oneB
Kinall<, the article o'tlines the advanta/es oA reorientin/ theor< and contents oA
s'staina)le ed'cation and h'3an s'staina)ilit< theories accordin/ to a
cos3opolitan vie9, 9hich also i3plies so3e 'niversalistic conception oA the
relations a3on/ diAAerent c'lt'resB 7he entire article is )ased on the idea that
s'staina)le develop3ent cannot )e esta)lished 9itho't co3)inin/ ed'cation,
nor3ative conceptions and social*econo3ical trendsB
Key wordsU 3ethodolo/ical cos3opolitanis3E c'lt'reE develop3entE ed'cationE
'niversalisationB
Intro&$ction
The link "et6een the structure an ynamism of society- economy an
methoological approach to eucation is 6ell kno6n5 eucative practises an
organisations reflect nees an ieals of a peculiar historical form of community-
like normative theories try to compose "oth the ieal value orientation an the
aherence to effective ynamics in society (culture- economies an policies)0 4n
these pages- 6e 6oul like to touch this theme "y eAposing the very general
features of a e"ate arisen in political philosophy an sociology- "y sketching
some possi"le conseDuences regaring the eucational methoology an the
cultural orientation of an FintegralG ieal of evelopment0 The central Duestion
6hich arises from these "rief reflections can "e resume as follo6s5 ho6 the
&$ Randall Dana Ulveland
methoological approach of eucation shoul moify itself0 #n 6hat the
contents an aims of eucation shoul comprise as to situate critically an
efficaciously in a conteAt of 6orl.eAtene possi"ility of communicative
interaction an in a glo"al Fhyper.capitalisticG economyI The article argues that
these Duestions are strictly connecte to these other t6o5 ho6 oes : or shoul :
eucation (an eucational institutions) change 6hile the nation.state political
po6er eclinesI #n- ho6 culture- through eucation- shoul reorient itself in a
more vivi conteAt of interactionI #ssuming these Duestions is unavoia"le for
an approach to eucation that is evote to the promotion of an integral
flourishing of human "eings- society- an non.human natural "eings (that is 6hat
6e recognise as the essential sense of an integral sustaina"ility of social an
iniviual action) (,anolini- 8CC@)- in as much as it aims to "e critically relate
to value orientations- mentality- economical relations- an to reorient people?s
motivations to6ars appropriate issues0 4n this light a thir group of pro"lematic
issues appears- regaring the interconnection "et6een generally cultural an
social ynamics on one han- an the practical methoology of a sustaina"le
peagogy on the other0
4nvolving primarily the socio.economic groun of eucation- the
pro"lematic issue 6ill "e consiere here not irectly from a peagogical point
of vie6- "ut from a socio.political an philosophical one0 The analysis starts 6ith
consiering the meaning of the historical transition from the national political
an economic pattern to a glo"al oneQ it continues "y eAposing the proposal of a
ne6 methoological FcosmopolitanG approach- in its possi"le application to
eucation0 4n this last step- the central (an ne6) Duestion 6ill "e5 ho6 oes the
methoology of sustaina"le eucation shoul change- as to "e Fup to ateG 6ith
the transnationally."ase ynamics of many main cultural processesI This
pro"lem has not sufficiently "een stuie- nor yet eAamine in relation to the
methoological reDuirements of the iea of sustaina"le evelopment an to the
possi"ilities of efficacy in teacher eucation0
The +ro+o#al of ,etho&olo'ical co#,o+olitani#,
)ne of the main pro"lems in social sciences no6aays is the partial crisis of the
so.calle Jnation.state?- 6hich implies- on a methoological level- the nee to
ela"orate ne6 categories an concepts to unerstan social relations (Dunn-
9BB<)- 6ork organisation (Totaro- 8CC=)- inter.su"Eective interactions- an all
cultural aspects0 He can remark the proposal "y U0 *eck (*eck- 8CC>) to shift
from nationalism to cosmopolitanism- intene not primarily as political ieals-
"ut as methoologies of human social sciences (sociology- economics-
&& Randall Dana Ulveland
eucation)- 6hich have "een originally constitute on nationalistic frame6orks0
U0 *eck notes that methoological nationalism is no longer capa"le to grasp the
ne6 crucial political actors of society- nor its economic trans.national
eterminant factors0 (ationalism is not enie here in its potentially FuniversalG
purport- 6hich hols that political legitimacy can "e virtually eAtene to all
peoples of the 6orl- sustaining cultural iversity an pluralism (Gellner- 9BB;)0
4n its ethical universalistic valence- nationalism can "e pro"a"ly thought to "e
still alive an po6erful- capa"le to catch "enevolence of a large part of the
people- also as a response to glo"alisation itself (1alor- 8CC=)0 *ut- even if the
influence of nationalism as a political category is even toay strongly affirme-
nonetheless its concrete eAplicative force an methoological suita"ility for a
research of the real political ynamics is significantly ecreasing- together 6ith
the political crisis of nation.states0 This is ue essentially to economic reasons-
consisting mainly in glo"alisation an markets opening- "ut also to the ynamics
of mass communication0
Historically- nationalism has "een the cultural refleA of inustrialisation-
like egalitarianism 6as a cultural conseDuence of essential moifications in 6ork
relations5 nationalism appears to "e a FresponseG- at the level of ieal social auto.
representation- to the egalitarianism factually reDuire "y the structure of
economy- 6hen it change from the rural to the inustrial form0 The affirmation
of nationalism appears simultaneously 6ith a ne6 ivision of la"our- in 6hich all
6orkers can potentially su"stitute each other 6ith a minimal training0 Thus-
nationalism originally reDuires a specific pattern of eucation5 6hile agrarian
society is "ase on foo prouction an population increase- the inustrial one
epens on cognitive an economic gro6th an reDuires- together 6ith political
centralisation- iniviual 6orking mo"ility- more 6iesprea literacy- a strong-
iffuse an Duite homogeneous eucation (Gellner- 9BB;)0 The inustrial
structure of 6ork reDuires a 6iesprea "asic literacy- the capacity of a
stanarise communication- an accentuate 6orking mo"ility- all these mae
possi"le "y the capacity to learn ne6 tasks an skills- to relate 6ith people from
ifferent social layers0 The realisation of such a cultural linguistic
stanarisation- instrumental to the process of economic gro6th- has reDuire the
implementation of a compleA eucative system (eDuivalent to the egree of
employa"ility)- 6hich coul "e assume only "y a sufficiently strong actor- the
(ation.%tate- capa"le to realise the connection "et6een national economy-
structure of the ivision of la"our- political legitimacy- an form of eucation0
Hhat 6e argue here is that this connection- personalise "y the (ation.%tate- is
no6aays less strong an perspicuous- "ecause of the shifting of 6ork an
economy to a more FimmaterialG an cognitive communicative prouctive
&' Randall Dana Ulveland
structure (Farchy.Froissart- 8CC>)- "ecause of the increasing amount of risk
(*eck- 9BB8)- glo"al openness of the markets- 6orl.6iesprea iffusion of
imagines an sensorial eAperiencesQ nonetheless- a ne6 flui connection "et6een
eucation : as institution : an society shoul "e enhance0
The pro"lem is then clear5 nationalism- as an implicit historical.social
an eucative frame6ork is no longer vali to catch the central features of the
contemporary tren- since the economic an political structure of societies has
shifte from a national inustrial conteAt of action to a glo"al- trans.national-
hyper.capitalistic one (*eck- 9BBB)0 Even if many central functions of society are
still in the political FhansG of the states- the leaing processes an phenomena
"oth in the economic an in the cultural conteAt have alreay "een assume "y
other actors- 6hose operative po6er is not restricte to the national sphere- nor to
the official political one (*eck- 8CC>)Q an eAample of this is the spreaing
ynamics in economic crisis0 U0 *eck irectly faces the pro"lem of the eclining
appeal an centrality of nationalism- seeking for a solution 6hich coul "e
suita"le to the social an cultural process of glo"alisation of the "eginning of the
t6enty.first century0 *y analysing some main characteristics of this society-
especially the change 6ork organisation- the political relations- the relevance of
economic trans.national factors- the change in mentality of the people-
communications- mass.meia role in realising a glo"al imagination (*eck- 9BB@)-
he notes that the main eterminant factors in society are not any more "ase on a
national level- "ut on a transnational an glo"al one0 'onseDuently- he highlights
the necessity to fin a ne6 criterion to unerstan the reality 6hich is not "ase
on the categories an methos inherite from the FolG national social science
an politics (*eck- 9BB@)- "ut upate 6ith the multi.national form of economy-
the 6eakening of political traitional proceures- the glo"ally 6iesprea
information fluAes- the large phenomenon of intercontinental migrations- the rise
of the pro"lem of multiculturalism (*eck- 9BBB) in some national emocracies0
He ientifies the appropriate methoological criterion 6ith cosmopolitanism-
seen as a FuniversalG paraigm suita"le for the glo"al hori+on in 6hich
economic- cultural- social facts arise an are etermine0 'osmopolitanism : like
also a cosmo.politics appears then as a perspective free from the assumption of
the relevance of political an economic supremacy of the (ation.%tate (Hel-
9B77)Q therefore- it claims for a research of political an emocratic proceures-
capa"le to concretely face the supra.national fiel of interaction (Tuno- 8CC=Q
#rchi"ugi.Hel- 9BB<Q Hel- 8CC;- 9BB>)0 This link "et6een the institutional an
glo"al political ynamics an the iscussion in environmental ethics an
ecological thought appears no6 clearer to a 6ier range of researchers in this
omain- namely in the university net6ork (%alomone.Fornasa- 8CC@)0
&( Clara Mandolini
Metho&olo'ical co#,o+olitani#, an& e&$cation
The relevance of the proposal of a methoological cosmopolitanism is motivate
not only "y its "etter appropriateness to the social an economic conteAt- "ut also
in its eventual a"ility to aapt to the possi"ility of an FintegralG evelopment an
of an eucation oriente in that irection0 4t seems har for eucation to face the
compleAity an contraictions that are implie in the conception of human
evelopment (in its ecological aspect as 6ell as in the cultural an political ones)
6ithout a suita"le methoological pattern for a situation in fast an eep
transformation "y glo"alisation ($usso- 8CC9)0 Let us "riefly eAamine ho6 the
iea of a methoological cosmopolitanism can "e FtranslateG in the eucational
fiel0 This issue reDuires to iscuss primarily not only the content of eucation
"ut its approach to culture an society itself- an the 6ay in 6hich it is reflecte
"y chosen contents5 the important issue for eucation theory is to "e more a6are
of the glo"al relevance of its conseDuences- of the cultural FtypologyG that it
promotes- of the form of evelopment that it contri"utes to generate0 There is no
ou"t that a particular culture- even in a cosmopolitan approach- shoul continue
to eAist an to "e taught 6ith its local an spontaneously national characteristics0
'osmopolitanism is not intene as estruction of vernacular- local- national
cultures5 on the contrary- it is thought to unerline the peculiarity of cultural
issues- face to glo"al stanarisation- an their importance in the formation of
ientity an morality of the iniviuals0
4n particular- "y referring to a conteAt of mutual interaction among
cultures- a cosmopolitan approach grasps the importance of transmitting cultural
values- sense of eDuality (even at an inter.generational level) in istri"ution of
goos an actions? an evelopment?s opportunities for iniviuals an societies0
4t assumes the imperative of promotion of li"erties- emocracy an
ecentralisation (/erucca- 8CC=)- as means of empo6ering the soliarity values
of the ifferent cultures (/erucca- 9BB7- 8CC=)- an their universally.openness
resources0 4n the cosmopolitan approach- eucation coul "e naturally irecte
to6ar an empo6erment of the cultural aspects that are common to cultures-
to6ar the harmonisation of the vie6s a"out 6hat each culture- in its ontological
implication- share 6ith the other ones0 4n other 6ors- the cosmopolitan
methoological FrevolutionG seems to open t6o ifferent- "ut coherent
opportunities for eucation ("oth of chilren an aults)5 on the one han- it
encourages the mutual comprehension of cultures an of national traitions- so as
to configure also an improve peagogical strategy in the era of glo"alisationQ on
&) Clara Mandolini
the other han- it stimulates the meeting of cultures in 6hat they have in
common- as human cultures5 the relation man.nature- the necessary value of
environment as "ackgroun of human life0 4n this light a methoological shift to
cosmopolitanism can cope "oth the eAigency of a "etter efficiency of eucational
institutions an the platforms for sustaina"ility0 *eing strictly linke- in this
approach- to social FactualityG- eucation coul then aress itself also to a more
comprehensive conteAt of human social an even ecological practise5 going
eeper into the contraictions of gro6th pattern- cosmopolitan eucation 6oul
then "e also a cultural evice of a glo"al political evelopment- "y trying to
sustain alternative practices an "roaer value hori+ons0 These are only fe6 of
the hope conseDuences on eucational content of 6hat 6e have "een calling
FcosmopolitanismG0 Ho6ever- the methoological shift to cosmopolitanism- if
applie irectly to eucation- leas to a further- an more important-
conseDuence0 Let us eAamine in "rief this point0
#pplying to eucation the F6ieness of sightG of a cosmopolitan
methoological approach 6oul mean- a"ove all- to recognise the limits an the
crisis of traitional eucation (#cone- 9BB=)- as "ase on a national system- on an
organise an FofficialG schooling structure0 4n particular- "y consiering the
moifie features of the cultural inustry- 6e notice the crisis of traitional actors
an places of eucation- intene here as cultural formation of people0 The
essential point is playe "y the moifie structure of communications an
cultural meia that influence "ehaviours0 Hhile school an family still remain
essential places an actors in eucation of ne6 generations- other actors an
places are involve in the process of acDuisition of eAperiences an skills- "ut
also (an more importantly) of values an attitues to life an other "eings0 Even
if these ne6 actors (such as the 6e".meia- trans.national an non.governmental
organisations) are not essentially evote to eucation- any6ay they are po6erful
means to iffuse an instil cultural orientations0 4t is easy to notice that these
contents are etermine not totally on a national "ase0 Their FformativeG cultural
po6er is essentially ue to their iffusive technological an social role (ue to
their capacity to configure FfielsG of interaction among people)- 6hich is
etermine on a supra.national imension- 6ithout any easy or possi"le
emocratic or irect institutional control (*eck- 9BBB)0 4n this light- the only
possi"ility that national schooling structure has to "e efficacious consists
precisely in reformulation of its methos accoring to the cosmopolitan research
methoology0 (onetheless- 6e shoul remark that cosmopolitan methoology
oes not coincie simply 6ith a cosmopolitan FieologyG or Fcosmopolitan
eucationG- in the sense that ,0 (uss"aum suggests an some authors criticise
((uss"aum- 9BB=Q /apastephanou- 8CC8Q Lamont.#ksartova- 8CC8)0 %he 6rites5
&6 Clara Mandolini
F-hrough cosmopolitan education, we learn more about
ourselves. One of the greatest barriers to rational deliberation in
politics is the une1amined feeling that one2s own current
preferences and ways are neutral and natural. 3n education that
takes national boundaries as morally salient too often reinforces
this kind of irrationalityG ((uss"aum- 9BB=)0 #t the level of content- a
cosmopolitan approach naturally claims cosmopolitanism as a cultural hori+onQ
this issue is the last step of our reflections5 the pro"lem of the relation of the
ifferent cultures (an eucative formation of culture) to the process of the
internationalisation of societies0
)n the specific eucative fiel- this methoological.theoretical FshiftG to
cosmopolitanism implies to reconsier the actual Fpo6erG an F6eightG of the
traitional eucative an culture.making institutions- such as school-
associations- universities- social groups0 #ccoring to the cosmopolitan point of
vie6- these institutions- o"viously an mainly epenent from strictly national
ynamics- shoul "e seen in their possi"le integration- conflict- cooperation-
epenence- 6ith the supra.national FinstitutionsG an eucational actors- such as
4nternet."ase interconnections- glo"ally 6ie associations- trans.religious
net6orks- 6here people an young generations take effective cultural
perspectives0
Co#,o+olitani#, an& the c$lt$re#
'osmopolitanism- therefore- inclues- in its moern interpretation- a form of
cultural FuniversalismGQ in its political valence- it can enote an instance of
egalitarianism- aapte to the glo"al eAtension of cultural interactions0 'ultures
an values : even through their particular an local traition : are thought to
sho6 a FspringG to universality- "y referring not only to their geographical or
social original conteAt- "ut to all humanity- like to a 6hole polis0 Let us eAamine
"riefly these concepts in orer to see ho6 cosmopolitanism can really represent a
goo cultural (an eucative) response to glo"alisation an its pro"lems (such as
environmental ecaency)- seen as the opening of a FuniversalG hori+on of
actions an thoughts an of sustaina"le practices an cultural eAchanges0
'osmopolitanism seems to "e "ase- a"ove all- on the iea that some :
or almost all : human cultures- potentially- coul ialogue 6ith each other0 This
preliminary assumption is very important5 there coul not "e no universal
hori+on 6ithout an effective comparison among cultures- traitions- live
eAperiences0 4n turn- the stage of ialogue an mutual etermination is not
&! Clara Mandolini
possi"le 6ithout the transcenental possi"ility of their confrontation0 4n regar-
the raical communitarian thesis that no culture can "e translate into another
("eing Eust the ifference their original essence)- seems to lea to the conclusion
that a cosmopolitanism- 6hich proposes itself as an universal hori+on for
cultures- is an impossi"le an may"e even authoritarian approach- 6hich reveals-
"ehin its goo FintentionsG- a cultural imposition- secretly allie to a cultural
an economic omination0 4n this case- ho6 coul cosmopolitanism guar itself
from the risk of "ecoming a form of simple homogenisation of cultures- 6ith a
loss in terms of cultural iversity (6hat concerns languages- values- life.styles-
aesthetic sensi"ility an even cultural conitions of a goo social life)I
#ccoring to this o"Eection- cosmopolitanism 6oul "e anything else "ut an
eApression- partial as all others- of one culture- even if "ase on the iea that
there shoul "e a common hori+on for every one of them0 4t is necessary to see
ho6 cosmopolitanism shoul "e efine face to these o"Eections0
Essentially- cosmopolitanism must "e unerstoo not as the universal
eApansion of a culture- "ut as the possi"ility of a universal reference for all
cultures0 #ssuming methoological cosmopolitanism (%Ra"a- 8CC;) 6oul
mean to let emerge- of all cultures- the possi"ility of their universalisation- their
intrinsic universal reference to all humanity0 4n this light- cosmopolitanism 6oul
"e the eAact contrary of a cultural omination of a specific culture- intene as a
cosmopolitan possi"ility for any human culture of meaningfulness for mankin0
*ut is this iea really possi"le if cultures are not compara"le one to
anotherI This o"Eection falls if cosmopolitanism is consiere not as a content-
"ut as a conition- even in ifferent egrees- alreay present in all cultures (an
once this conition has "een recognise- it can generate contents)0 This iea can
"e affirme "y referring to 6hat a culture is- "eing al6ays a human culture0 4t
leas to recognise- uner all ifferences an non.translata"le issues- a raical
conition of intrinsic communica"ility of cultures- 6hich coeAists 6ith the
principle of their internal ifference (Hieviorka- 8CC9)0
The potential FcosmopolitanG conition consists in the raical- constant-
an common "eing referre- of cultures (that is ieals- languages- values- arts-
sym"ols- interpretations of the very meanings of life itself)- to man0 4n this light-
all cultures have in common the fact that they are- essentially- meanings for
men?s life- responses to the ilemmas of eAistence0 This oes not mean that a
culture is like a Fmonolith "oAG of values an visions of life- that in any case an
in any perio of history coul "e sai to "e suita"le to FspeakG to all humanity
(for eAample- consiering 6omen as not.so.human.as.men)0 $ather- this means
&" Clara Mandolini
to recognise the possi"ility for any culture- at least potentially- to consier all
people as su"Eects of meaningfulness an value.sources0 This thesis seems a"le to
preserve "oth the peculiarity of a culture an its transcenental possi"ility of
universal meaningfulness for all humanity (the iea of F"rotherhoo of
mankinG)- in 6hat humanity shares as human- that is the essential relation to
nature0 Far from representing- in this light- a form of simple anthropocentric
stanarisation- cosmopolitanism- as the universal opening of cultures to the
"asic human FconstituentsG- can "e an instance of universality for the ifferent
vie6s a"out the relation man.nature5 hence- not the "ecoming one of all- "ut the
potential universalisation of the ifferent perspectives- in 6hich ifferences coul
"e not a"sor"e- nor eliminate- "ut unerstoo in 6hat they can mutually teach0
4n this perspective- methoological cosmopolitanism acDuires its full sense
precisely as a peagogical methoology5 not as an imposition (homogenisation-
homologation) of one culture : that 6oul "e the su"orination of cosmic
iversity to the local.particular conventions of one polis :- "ut as
ackno6legement an promotion- in cultures- of their survival conitions- in
their heritage of kno6lege- values- history- are immerse in a glo"al conteAt of
interaction like in one polis0
Concl$#ion#B #$#taina*le e&$cation an& co#,o+olitani#,
The cosmopolitan FperspectiveG lets us see the inevita"ility of a eep cultural
transformation- emerging from a glo"al eAtension of inustrial society an its
forms of unsustaina"le evelopment0 4n further specifications- it shoul "e a"le
not only to escri"e the negative conseDuences of it on culture an political
relations- "ut also to ra6 the positive an efficacious routes to follo6- "oth on
the social an on the eucational.environmental fiel0 This more constructive
moment of cosmopolitanism has to "e strictly linke to the reflection on the
irection an the sense of economic evelopment (an to criticise it in its
contraictory or a"solute estructive outputs) an on the (limite "ut essential)
po6er of eucation an cultural "ecoming0
'osmopolitan research attitue highlights a ou"le possi"ility of
universalisation- in the opposite irections of homogenisation an of mutual
universal openness of cultures- not necessarily leaing to the isappearance of
local cultural imension (%chiavone- 8CC=)0 4n fact- as the inustrial moe of
prouction has cause a eman of cultural homogenisation an eucational
stanarisation- in the same 6ay- its glo"al eApansion concretises the risk of an
even 6ier an eeper cultural homogenisation- instrumental to an eAtreme
empo6erment in communications an information?s iffusion0 4t is easy to sho6
&# Clara Mandolini
ho6 this process- alreay "egun- 6oul lea to an eAtremely harmful eAtension
of the a"solute ieal of economic gro6th Fat any costG- of economicism- of
isregar of a suita"le preservation of a goo environmental life0 4n this light-
eucation for sustaina"ility can "e seen as a potential FcosmopolitanG human
science- since it inclues- in its very starting intention- the consieration of social-
ecological- economic- an even cultural conitions on the configuration of a
glo"al form of the relation man.nature0 The cosmopolitan methoology in human
sciences shoul then "e seen as a means of the more compleA formation of a
Fglo"al civil societyG- conceive as the only 6ay to reorient activities an rules
to6ar a Fglo"alG aim an political.economical ynamics (1alor- 9BBB- 8CC;a-
8CC;")0
'% Clara Mandolini
!eference#
#cone- G0 (9BB=)0 Declino dellGed'ca4ione e tra3onto ?epoca LDecline of the
eucation an sunset of eraM0 *rescia5 La %cuola0
#rchi"ugi- D0- Hel- D0 (E0)0 (9BB<)0 Cos3opolitan de3ocrac<U an a/enda Aor a
ne9 9orld order0 'am"rige5 /olity /ress0
*eck- U0 (8CC>)0 Cos3opolitan visionB 'am"rige5 /olity /ress0
*eck- U0 (9BB@)07he reinventation oA politics0 'am"rige5 /olity /ress0
*eck- U0 (9BBB)0 @hat is /lo)alisationI 'am"rige5 /olity press0
*eck- U0 (9BB8)0 Risk societ<U to9ards a ne9 3odernit<0 Lonon5 %age0
Dunn- !0 (E0)0 (9BB<)0 Conte3porar< crisis oA the nation stateI )Afor5
*alck6ell0
Farchy- !0- Froissart- /0 (8CC>)0 Le paradoMe de lGTcono3ie et de la
co33'nication LThe paraoA of economy an communicationM0 ErmSs0
'ognition- 'ommuincation- /olitiDue0 Tconomie et communication- /aris5 '($%
Titions0
Gellner- E0 (9B7;)0 8ations and nationalis30 )Afor 5 *lack6ell0
Hel- D0 (8CC;)0 Cos3opolitanis3U A DeAense0 'am"rige5 /olity /ress0
Hel- D0 (9B77)0 Kare9ell nation stateB MarMis3 toda<B Decem"er 9B770
Hel- D0 (9BB>)0 Cos3opolitan de3ocrac< Aro3 the 3odern state to
cos3opolitan /overnance0 %tanfor5 %tanfor University /ress0
1alor- ,0 (8CC=)0 (ationalism an glo"alisation0 8ations and 8ationalis3, -6
(9.8)- 9>9:9@@0
'$ Clara Mandolini
1alor- ,0 (8CC;a)0 'ivil society an accounta"ility0 o'rnal oA Q'3an
Develop3ent, 4 (9)- <:8@0
1alor- ,0 (8CC;")B The iea of glo"al civil society0 $nternational aAAairs, .1 (;)-
<7;:<B;0
1alor- ,0 (9BBB)0 Transnational civil society0 4n T0 Dunne P (0 !0 Hheeler
(Es0)0 Q'3an ri/hts in /lo)al politics0 'am"rige5 'am"rige University /ress0
Lamont- ,0- #ksartova- %0 (8CC8)0 )rinary cosmopolitanisms5 strategies for
"riging racial "ounaries among 6orking.class ,en0 7heor<, C'lt're and
Societ<, -1 (=)- 9:8<0
,anolini- '0 (8CC@)0 %ustaina"le eucation as a 6ay for an integral
evelopment of the human "eing0 4n #0 /ipere (E0)- ;d'cation and s'staina)le
develop3entU Airst steps to9ard chan/es (pp0 <:9B)0 Daugavpils5 Daugavpils
University #caemic /ress F%auleG0
(uss"aum- ,0 (9BB=)0 Patriotis3 and cos3opolitanis30 The *oston $evie60
/apastephanou- ,0 (8CC8)0 #rro6s not yet fire5 cultivating cosmopolitanism
through eucation0 o'rnal oA Philosoph< oA ;d'cation, ;> (9)- >B:7>0
/erucca- #0 (8CC=)0 4l compito ell?euca+ione0 Verso l?utopia ell?intercultura
LThe task of eucation0 To6ar the utopy of intercultureM0 4n '0 Uuarta (E0)-
(lo)ali44a4ione, /i'sti4ia, solidarietW LGlo"alisation- Eustice- soliarityM (899:
8;8)0 *ari5 Dealo0
/erucca- #0 (9BB7)0 ;d'ca4ione, svil'ppo, interc'lt'ra LEucation- evelopment-
intercultureM0 Lecce5 /ensa0
$usso- /0 (8CC9)0 LGed'ca4ione per3anente nellGepoca della /lo)ali44a4ione
HPer3anent ed'cation in the era oA /lo)alisationI0 ,ilano5 #ngeli0
%Ra"a- !0 (8CC;)0 ;d'caciXn < cos3opolitis3o H;d'cation and
cos3opolitanis3I0 VWXYZ[0 $evista e Filosof\a (B<:9C;)- ;C- sept0:ec0 8CC;0
'& Clara Mandolini
%alomone- ,0- Fornasa- H0 (E0)0 (8CC@)0 Kor3a4ione e sosteni)ilitWB
Responsa)ilitW sociale e c'lt'rale dellDUniversitW HKor3ation and s'staina)ilit<B
Social and c'lt'ral responsi)ilit< oA the 'niversit<IB ,ilano5 Francoangeli0
%chiavone- G0 (8CC=)0 Glo"ali++a+ione e universali++a+ione LGlo"alisation an
universalisationM0 4n '0 Uuarta (E0)- (lo)ali44a4ione, /i'sti4ia, solidarietW
H(lo)alisation, "'stice, solidarit<I (@B:B=)0 *ari5 Dealo0
Totaro- Fr0 (8CC=)0 4l lavoro nella prospettiva glo"ale LHork in the glo"al
perspectiveM0 4n '0 Uuarta (E0)- (lo)ali44a4ione, /i'sti4ia, solidarietW
H(lo)alisation, "'stice, solidarit<I (>;:@7)B *ari5 Dealo0
Tuno- L0 (8CC=)0 La costru+ione ella cosmopoli LThe "uiling of the
cosmopolisM0 4n Uuarta- '0 (E0)- (lo)ali44a4ione, /i'sti4ia, solidarietW
H(lo)alisation, "'stice, solidarit<I (8;;:8>7)0 *ari5 Dealo0
Hieviorka- ,0 (8CC9)0 La diAATrence H7he diAAerenceIB /aris5 *allan0
'' Clara Mandolini
!e#earch for E&$cation for S$#taina*le
De%elo+,ent
Interc$lt$ral &ialo'$e an& E$ro+eani(ation of
e&$cation re#earch initiati%e# #$++ortin' e&$cation
for #$#taina*le &e%elo+,ent
/eter %chreiner
Co3eni's $nstit'te, (er3an<
A*#tract
7he paper presents 3ethodolo/ical concerns and selected res'lts oA a research
pro"ect that deals 9ith reli/ion in the conteMt oA a ;'ropeani4ation oA ;d'cationB
$ts Aoc's is on interc'lt'ral dialo/'e as a ;'ropean iss'e and takes acco'nt oA
increasin/ reco/nition oA reli/ion as a c'lt'ral Aact on the ;'ropean levelB :ne
oA the iss'es oA research is interc'lt'ral dialo/'e incl'din/ the reli/io's
di3ension and ed'cationB Kindin/s sho9 that a 3ore diAAerentiated perspective
on reli/ion and c'lt're provides /ro'nds Aor a rene9ed approach to
interc'lt'ral dialo/'e and ed'cation on a ;'ropean levelB 7his can )e related to
c'rrent aspects oA ed'cation Aor s'staina)le develop3entB
Key wordsU ;'ropeani4ationE interc'lt'ral dialo/'eE /ro'nded theor<E disco'rse
anal<sisE reli/ionB
Intro&$ction
This paper presents selecte results of a research proEect that eals 6ith religion
in the conteAt of a Europeani+ation of eucation (%chreiner- 8CC>- 8CC@)0 4ts
focus is on evelopments in the 'ouncil of Europe to reesign intercultural
ialogue an intercultural eucation uring the recent years0 The term
'( Clara Mandolini
Europeani+ation covers evelopments of a penetration of the European
imension in national arenas of politics an policies concerning eucation an is
use in our stuy as a research agena0 (Featherstone et al0- 8CC;Q $aaelli- 8CC;Q
Gra+iano et al0- 8CC@) The methoology of the proEect is "ase on Groune
Theory ('or"in P %trauss- 8CC7Q %tr]"ing- 8CC=) an iscourse analysis ($ogers
8CC;)0
# special emphasis is given to the Hhite /aper on 4ntercultural
Dialogue FLiving together as eDuals in ignityG (H/) that 6as launche "y the
'ouncil of Europe?s 'ommittee of ,inisters at their 997
th
,inisterial %ession on
@ ,ay 8CC70 ('ouncil of Europe- 8CC7)0The ocument marks an important step
to6ar a ne6 concept of intercultural ialogue0 4n 8CC<- the Thir %ummit of the
Heas of %tate an Government ientifie intercultural ialogue (incluing its
religious imension) as a means of promoting a6areness- unerstaning-
reconciliation an tolerance- as 6ell as preventing conflicts an ensuring
integration an the cohesion of society0 The eclaration encourages Fintercultural
an inter.faith ialogueG0 This 6as fleshe out in the FFaro Declaration on the
'ouncil of Europe?s %trategy for Developing 4ntercultural DialogueG that
suggeste preparing a H/ on 4ntercultural Dialogue0 )ne of the mentione aims
of intercultural an inter.faith ialogue is irectly linke 6ith sustaina"le
communities5 FHe shall eneavour in particular to create the right conitions for
the emergence an evelopment of sustaina"le communities 6here people 6ant
to live an 6ork- no6 an in the future0G *efore that- "et6een 8CC8 an 8CC<- a
proEect 6as organi+e "y the 'ouncil entitle FThe challenge of intercultural
eucation toay5 religious iversity an ialogue in EuropeG (1east- 8CC@)0The
proEect evelope a ne6 imension on intercultural eucation in Europe "y
aressing the religious iversity inherent to our multicultural societies- schools
inclue- from the human rights an intercultural learning perspective0 )ther
ocuments in the process of eveloping a ne6 concept of intercultural eucation
are recommenations of the /arliamentary #ssem"ly such as FEucation an
$eligionG in 8CC<0
The shift in the perception of religion in these ocuments is remarka"le0
The religious imension is no6 seen as an important part of intercultural
ialogue0 The nee of inter.faith ialogue is eApresse0 4n former years religion
6as rarely mentione at all0 $eligion is seen as a chief element of the European
culture an religious communities as "earers of the same values as the 'ouncil of
Europe ('oE)0
') Clara Mandolini
4n the H/ 4ntercultural ialogue is recogni+e as a concern for the
6hole of society0 Therefore- a 6ie.ranging consultation on intercultural
ialogue ensue "et6een !anuary an !une 8CC@ "y the 'ouncil proucing rich
responses that helpe to esign the paper0 The ocument is seen as Fone step on a
longer roaG (p0 <C)0 Even if the 'oE has vie6e itself as a platform for
intercultural ialogue since its "eginning in 9B=B- intercultural ialogue gaine
ne6 6eight on 'ouncil of Europe?s agena in 8CC<0
ConteDt an& content
The Hhite /aper is a political ocument that "rings together the summari+e
perspective of a political organisation concerning a specific issue an provies
proposals for further action an activities0
The paper is organi+e in siA chapters incluing an introuction 6ith a
short presentation of the 'oE an intercultural ialogue- the process of creating
the H/- the maEor concerns an key terms0
The aims of the paper are to5
foster respect an promotion of cultural iversity on the "asis of the
'oE valuesQ
argue in the name of the governments of the =@ mem"er statesQ
promote mutual unerstaningQ
appreciate iversity 6hile sustaining social cohesionQ
provie a conceptual frame6ork an a guie for policy.makers an
practitionersQ
achieve inclusive societies0
4t is especially the nee for respect- mutual unerstaning an also the
appreciation of iversity 6hile sustaining social cohesion that are longstaning
'6 Clara Mandolini
aims for the policy of the 'ouncil0 These aims have shape many activities in the
past- e0g0 in the fiel of eucation for active citi+enship or intercultural eucation0
*ut ne6 challenges like increasing cultural iversity an uncertainty as
to 6hat intercultural ialogue means in practice came up an nee a ne6
approach0 There is a vague efinition in the paper a"out 6hat intercultural
ialogue means0
FFor the purpose of this Hhite /aper- intercultural ialogue is
unerstoo as a process that comprises an open an respectful eAchange of vie6s
"et6een iniviuals an groups of ifferent ethnic- cultural- religious an
linguistic "ackgrouns an heritage- on the "asis of mutual unerstaning an
respectG (p0 9>)0
$espect an mutual unerstaning are key terms in this efinition laying
groun for a concept of interculturalism that is unerstoo to overcome ol
approaches (multiculturalismQ assimilation) that are no longer seen as aeDuate to
manage cultural iversity0 The pro"lem 6ith FmulticulturalismG is that the
concept unerpins a scheme of segregation in society "et6een immigrant
minorities an the FhostG maEorities0 The pro"lem 6ith assimilation is that its
focus is on the iniviual merging into a ne6 environment0 4nterculturalism
evelops "oth concepts further in taking the recognition of cultural iversity from
multiculturalism an the focus on the iniviual from assimilation0 4t as the
ne6 element of ialogue on the "asis of share values an eDual ignity0
The conce+t of c$lt$re in the ?P
The H/ oes not clearly efine the meaning of culture- "ut the teAt inicates a
more process.oriente- ynamic concept of culture an not an essentialist one0
'ulture an religion are often seen as a close system of sym"ols- as the
collective heritage of a group- a catalogue of ieas an practices that shape "oth
the collective an the iniviual lives an thoughts of all mem"ers0 These
essentialist theories of culture assume clear rules an norms to fiA the ifference
"et6een right or 6rong- "et6een JHe? an JThey0? )ppose to an essentialist
unerstaning- 6e fin a process.oriente perspective 6here the focus is more on
the ynamic aspect of culture- the Fmaking of cultureG an its changes0 G0
*aumann- a sociologist from #msteram- has one research among young
migrants in Englan on ho6 they think an FactG concerning their culture0 His
results prove that these young people are familiar 6ith the ominant iscourses
'! Clara Mandolini
of their culture- reifying the value of their ethnic or religious community 6hile at
the same time taking part in a Jemotic (of the people) iscourse? in interaction
6ith others on a personal level 6hich creates Jne6 culture? on the groun0 G0
*aumann uses a metaphor to escri"e a process oriente concept of culture5
F'ulture (000) is not so much a photocopy machine as a concert- or
inee a historically improvise Eam session0 4t only eAists in the act of "eing
performe- an it can never stan still or repeat itself 6ithout changing its
meaningG (*aumann- 9BBB- 8>)0
4t seems important to iscuss the "asic concept of FcultureG 6hen one
offers Fa for6ar.looking moel for managing cultural iversityG as it is 6ritten
in the pream"le of the H/ (p0 ;)0 This is a crucial perspective also for the target
groups like policy makers an aministrators- eucators an meia- civil society
organisations- incluing migrant an religious communities- youth organisations
an the social partners that are mentione in the ocument0
"oC reli'ion i# a++roache&
%ome selecte Duotes from the H/ are use in this part to give an iea a"out the
main line of the paper an especially ho6 religion is ealt 6ith0
The chapter on the conceptual frame6ork starts 6ith the mentione
efinition of intercultural ialogue an introuces ientity."uiling in a
multicultural environment an prior approaches to cultural iversity0 #s
conitions of intercultural ialogue- the three pillars of the 'oE are mentione5
human rights- emocracy an the rule of la6- complemente "y eDual ignity an
mutual respect- gener eDuality an com"ating the "arriers that prevent
intercultural ialogue0
# special focus is given to the religious imension (p0 89:;;)0 This is a
ne6 evelopment of the 'ouncil?s policy as alreay mentione0 Hhereas in
former years religion 6as eAclusively seen as a private matter 6ithout any
importance for the pu"lic iscourse- no6 a more compleA unerstaning of
religion is use5
F/art of Europe?s rich cultural heritage is a range of religious- as 6ell as
secular- conceptions of the purpose of life0 'hristianity- !uaism an 4slam- 6ith
their inner range of interpretations- have eeply influence our continent0 &et
'" Clara Mandolini
conflicts 6here faith has provie a communal marker have "een a feature of
Europe?s ol an recent pastG (p0 89)0
The influence of religious traitions are mentione- their inner plurality
an their am"ivalent image0 (o longer oes a negative image of religion
ominate "ut the am"ivalence of religion is respecte an a compleA
unerstaning of religion is introuce0
There are consiera"le overlaps "et6een the 'ouncil of EuropeKs agena
an the concerns of religious communities5 human rights- emocratic citi+enship-
the promotion of values- peace- ialogue- eucation an soliarity (i"i0)0
This is a crucial point of the H/0 4t confirms a close relationship
"et6een the 'oE?s agena an the concerns of religious communities0 #
common agena inclues the promotion of the follo6ing values5 peace- ialogue-
eucation an soliarity0 #lso a clear ifferentiation is mae a"out the
responsi"ility of "oth levels0 4t is not on the 'ouncil?s agena to foster
interreligious ialogue- "ut it is a concern of the religious communities
themselves to organi+e interreligious ialogue0 FThe important role of religious
communities 6ith regar to ialogue means that efforts shoul "e unertaken in
this fiel "et6een the religious communities an pu"lic authoritiesG (i"i0)0
Here a num"er of initiatives can "e mentione 6here the 'ouncil of
Europe is alreay engage in ialogue 6ith religious communities through
various initiatives of the /arliamentary #ssem"ly an the seminars of the
'ommissioner for Human $ights- 6ho since 8CCC has "rought together
representatives of religious communities 6ith the aim of associating them 6ith
the human rights agena of the 'ouncil of Europe0
These evelopments unerline that- F$eligious practice is part of
contemporary human life- an it- therefore- cannot an shoul not "e outsie the
sphere of interest of pu"lic authorities- although the state must preserve its role as
the neutral an impartial organiser of the eAercise of various religions- faiths an
"eliefsG (i"i0)0
The ialogue "et6een the 'ouncil an religious communities is planne
in a regular an sustaina"le 6ay0 # first eAchange on the religious imension of
intercultural ialogue has "een hel in #pril 8CC7- on FTeaching religious an
convictional factsG an 6ill "e continue in !une 8CCB0 The main aim of this
'# Clara Mandolini
innovative an eAperimental event 6as to promote an strengthen the 'ouncil of
Europe?s funamental values : respect for human rights- promotion of
emocracy an the rule of la6 : thus contri"uting to fostering 6ithin European
society mutual respect an a6areness- tolerance an unerstaning0 The eAercise
associate representatives of religions an other actors of civil society- incluing
representatives of other "eliefs- 6ith this o"Eective- "y involving them in open-
transparent ialogue on a theme roote in those values0
'hapter = an < of the H/ introuces five policy approaches to the
promotion of intercultural ialogue that are specifie in respective
recommenations an policy orientations5 (9) emocratic governance of cultural
iversityQ (8) emocratic citi+enship an participationQ (;) learning an teaching
intercultural competencesQ (=) spaces for intercultural ialogueQ (<) intercultural
ialogue in international relations0
FHithin the formal curriculum- the intercultural imension strales all
su"Eects0 History- language eucation an the teaching of religious an
convictional facts in an intercultural conteAt makes availa"le kno6lege a"out all
6orl religions an "eliefs an their history- an ena"les the iniviual to
unerstan religions an "eliefs an avoi preEuiceG (p0 8B)0
FThis is linke to the reDuest to take into account religious an
convictional iversity Fregarless of the religious eucation system that prevailsG
(p0 ;C)0
The more ifferentiate vie6 on religion in the H/ is in line 6ith some
of the current recommenations from the /arliamentary #ssem"ly to the mem"er
states an their governments0 )ne of the latest is the recommenation FEucation
an religionG (/arliamentary #ssem"ly of the 'oE- 8CC@)0 4t starts 6ith the
statement : no surprise in the conteAt of the 'oE : that religion is seen as a
strictly personal matter- "ut insists also that Fa goo general kno6lege of
religions an the resulting sense of tolerance are essential to the eAercise of
emocratic citi+enshipG (i"i0)0 Ho6ever- a concept of kno6lege can "e
Duestione that suggests a conseDuence of kno6ing religions leas more or less
automatically to a Fsense of tolerance-G "ut it sho6s that the consieration of
religion is seen as important for creating social cohesion an promoting active-
minful citi+ens0
The recommenation lists a num"er of pro"lems relate to religion like
intolerant funamentalist movements- religious eAtremism- ignorance of
(% Clara Mandolini
religions- misunerstaning of religions an political conflicts in the name of
religion0 This is a helpful eAercise "ecause religion is an am"ivalent
phenomenon0 4t "ears the potential of reconciliation- love an unerstaning for
each other "ut it can "e also instrumentalise an misuse for political reasons
an other purposes0 The unerstaning of religion in the recommenation an
also in the H/ goes to6ar an impartial- ifferentiate vie60 (ot only is the
negative sie of religion mentione "ut also positive aspects of religion0
F980 The #ssem"ly o"serves moreover that the three monotheistic
religions of the *ook have common origins (#"raham) an share many values
6ith other religions- an that the values uphel "y the 'ouncil of Europe stem
from these valuesG (p0 B=)0
)verall- a more ifferentiate concept of culture an religion graually
shapes the iscourse of the 'ouncil of Europe0 This evelopment can lea to a
more fruitful an sustaina"le ialogue 6ith religious communities an other
stakeholers of intercultural eucation a"out living together in a more an more
iverse Europe0
The follo6 up process inclues a num"er of initiatives on European an
national levels to implement the mentione principles into action0 This inclues a
continuing emphasis on the crucial role of school e0g0 in the fiels of eucation
for emocratic citi+enship- language- history teaching an teaching a"out
religion0
International colla*oration
4t might encourage initiatives of the 'ouncil if other international organisations
follo6 the same philosophy in eveloping more ifferentiate concepts
concerning eucation- culture an religion0 # goo eAample for that is provie
"y the #lliance of 'ivili+ations of U( 6ith a concern for teaching a"out religion0
/art of the implementation plan for the #lliance of 'ivili+ations (#o') in 8CC7.
CB is to evelop online clearinghouses in its main areas of implementation5
youth- eucation- meia- migration0 #o' is a glo"al organi+ation eAplicitly
involve 6ith "rige."uiling- facilitating- an avocating trust an
unerstaning "et6een cultures0 )ne of its aims is to serve as a prominent
platform an resource Fto ena"le the 6iest possi"le issemination of
information an materials that resonates 6ith this o"EectivesG (6660unaoc0org)0
($ Clara Mandolini
#mong the recommenations of the High Level Group (HLG) that 6ere
appointe "y U( %ecretary General 10 #nnan in 8CC< 6as also Fteaching a"out
religions an interfaith ialogueG (#lliance of 'ivili+ations- 8CC>)0 The report
containing the research "ase in this fiel confirms the nee for FconteAtual
solutions to accommoate the variety of legal an eucational situations in
EuropeG (p0 97)0
# special focus is given to Freligion in teAt"ooksG as eAclusive content
resource in many eucation systems0 The aim is as follo6s5 FThe #o' can
contri"ute to the climate of tolerance an eucation for iversity "y calling for
the evelopment of stanars for teaching a"out religious "eliefs an practices-
an their aherents0 This process 6oul "e supporte "y eAisting "est practices
an frame6orks for teaching a"out religions an for teaching toleranceG (9B)0
)ne of the esta"lishe online clearinghouses is on FEucation a"out
$eligions an *eliefsG (E$*)0 The reason for that is eApresse as follo6s5
FEucation a"out ifferent religions an "eliefs an critically thinking a"out the
nature of "eliefs- ena"les populations to eal sensitively an tolerantly 6ith the
reality of glo"ali+ation an multiculturalism in moern societies 6here one 6ill
encounter people 6ho "elieve in many ifferent religions- or people 6ho may not
"elieve in any religion at allG0
The clearinghouse 6ill have the follo6ing areas5
(9) an overvie6 on eucation a"out religions an "eliefsQ (8) a search
functionQ (;) a section on eucation a"out religions an "eliefs in elementary an
seconary eucation (links to resources- collections of curricula- evaluations of
curricula outcomesQ relevant associations- organi+ationsQ (=) a maga+ine^EournalQ
(<) a forum0
There is a nee for linking up the ifferent proEects like the #o'
initiative that comes from a glo"al level 6ith regional an even local initiatives
to encourage each other an to continue proEects an research for sustaina"le
evelopment0 # careful analysis of alreay eAisting or neee interconnecteness
of the ifferent initiatives is of high importance 6hen 6e strive for sustaina"le
evelopment0
Challen'e# an& con#eE$ence# for e&$cation
(& Clara Mandolini
4t is al6ays a nee an a challenge to link up the content an intention of a
statement like the H/ 6ith initiatives an implementation on the regional an
local levels0 )ther6ise the paper oes not 6ork properly0 )ne step in this
irection is a critical fee"ack to the content not for the sake of the paper itself
"ut to continue ialogue an eAchange relate to the aims an targets of the
initiative0 Therefore- the 'oorinating Group for $eligion in Eucation 'oG$EE
that "rings together siA organisations an net6orks in the fiel of religion in
eucation in Europe (6660cogree0com) has 6orke out a statement as part of the
follo6 up process0 The statement suggests- FThe openness of the ocument
encourages our contri"ution to an ongoing iscussion to esta"lish intercultural
ialogue as a continuing process at all levelsG0
(o surprise that 'oG$EE is please to note that religion is regare as a
significant factor- although it is more than a imension of intercultural ialogue0
'ommitte to the principle of freeom of conscience an religion an the nee
for emocratic governance- 6e confirm that inter.religious ialogue is a relate
issue0 4t ena"les the religious organisations Fto fulfill their roleG- although it goes
"eyon the immeiate competencies of the 'ouncil of Europe0 #n important
concern in the statement is the place an value of religious eucation0
'oG$EE unerlines that teachers of religious eucation can contri"ute
to interreligious as 6ell as intercultural unerstaning an to the implementation
of the thinking "ehin the 6hite paper0 4n this respect- it is important to recognise
that religious facts- though relatively easy to teach in the school curriculum- are
necessarily efine "y their reception 6ithin religious traitions0 $eligious
eucators in Europe have consiera"le eAperience of eAploring kno6lege an of
encouraging young people to unerstan a range of "eliefs in a manner that is
free from sectarian inoctrination0 &oung people nee to "ecome FreligiateG if
their engagement in intercultural ialogue is to "e complete0 He also "elieve that
eucation a"out- from an through religion is necessary to ena"le young people
to make informe conceptual an spiritual Eugments0 Goo eucation also aims
to take account of ho6 religious eAtremism may relate to unEustifia"le
assumptions0
$eligious plurality affects many areas in ay to ay life in a school0 4t is
not only a matter of teaching $E0 The 'oE pu"lication5 $eligious iversity an
intercultural eucation5 a reference "ook for schools (1east- 8CC@) inclues a
chapter on 6hole school issues of intercultural eucation an the religious
imension0 4t mentions the follo6ing areas of importance5 (9) the learning
environmentQ (8) promoting the valuing of religious iversity in ifferent
(' Clara Mandolini
eucational settingsQ (;) phases an settingsQ (=) school ethosQ (<) school policiesQ
(>) school governanceQ (@) school curriculum0 4t also inclues a checklist of key
issues an Duestions that can "e use for self.reflection of schools an their
stakeholers0
The mentione H/ inclues a chapter 6ith recommenations-
guielines an policy orientations0 The section on Flearning an teaching
intercultural competencesG aresses pu"lic authorities- civil society
organisations an other eucation proviers0 The importance of history teaching
is mentione0 'oncerning religion it states5 F#n appreciation of our iverse
cultural "ackgroun shoul inclue kno6lege an unerstaning of the maEor
6orl religions an non.religious convictions an their role in societyG0 4t is clear
that more concrete guielines are neee0
(( Clara Mandolini
E&$cation for #$#taina*le &e%elo+,ent
)ne of the key action themes of the U( Decae of Eucation for %ustaina"le
Development (E%D 8CC<.8C9=) is F'ultural DiversityG0 The main concern in this
fiel is Fpromoting teaching 6hich respects inigenous an traitional
kno6legeG0 'ulture must "e respecte as the living an ynamic conteAt 6ithin
6hich human "eings fin their values an ientity0 From the analysis of the H/
an relate ocuments- the nee of a process oriente unerstaning of culture is
evient as 6ell as a ifferentiate perception of religions as a central part of
culture0 The participation in the ongoing process on 6orking out a roa map for
intercultural ialogue is a crucial task for eucation at all levels0 %ustaina"le
evelopment has to integrate the task of living together ami gro6ing cultural
iversity0 Hhile respecting human rights an funamental freeoms- this has
"ecome one of the maEor emans of our times an is set to remain relevant for
many years to come0
!eference#
Alliance oA Civili4ations (8CC>)0 Research 2ase Aor the Qi/h Level (ro'p Report
;d'cationU Anal<sis and eMistin/ $nitiatives0 4n cooperation 6ith %usan Douglass0
(e6&ork0 $etrive !anuary 8>- 8CC>- from
http5^^6660unaoc0org^repository^thematic_eucation0pf0
*aumann- G0 (9BBB)0 7he 3'ltic'lt'ral riddle0 Rethinkin/ national, ethnic and
reli/io's identitiesB (e6 &ork5 $outlege0
'or"in- !0 P %trauss- #0 L0 (8CC7)0 2asics oA V'alitative researchB TechniDues
an proceures for eveloping groune theory (;
r
e)0 Los #ngeles5 %age0
@hite Paper on $nterc'lt'ral Dialo/'eB Livin/ to/ether as eV'als in di/nit<0
%tras"ourg5 'ouncil of Europe0 0
Featherstone- 10 P $aaelli- '0 ,0 (8CC;) (Es0)0 7he Politics oA
;'ropeani4ation0 )Afor5 )Afor Univ0 /ress0
() Clara Mandolini
Gra+iano- /0Q Vink- ,aarten /0 (Es0) (8CC@)0 ;'ropeani4ationB 8e9 research
a/endas0 Hounmills *asingstoke Hampshire Englan- (e6 &ork5 /algrave
,acmillan0
1east- !0 (8CC@)0 Reli/io's diversit< and interc'lt'ral ed'cation0 # reference
"ook for schools0 /aris5 'ouncil of Europe0
Parlia3entar< Asse3)l< oA the Co'ncil oA ;'rope (8CC@)0 $ecommenation 9@8C
(8CC<) on eucation an religion- rapporteur ,r %chneier (Doc0 9C>@;)0 4n5
/arliamentary #ssem"ly 'ouncil of Europe (Hg0)5 4ntercultural an inter.
religious ialogue (B;:B=)0 %tras"ourg5 'ouncil of Europe0
$aaelli- '0 ,0 (8CC;)0 The Europeani+ation of /u"lic /olitics0 4n5 10
Featherstone P '0 ,0 $aaelli (Es0)- 7he politics oA ;'ropeani4ation (8@:<>)0
)Afor5 )Afor University /ress0
$ogers- $0 (E0)0 (8CC;)0 An introd'ction to critical disco'rse anal<sis in
ed'cation0 ,ah6ah- (0!05 Erl"aum0
%chreiner- /0 (8CC>)0 Europ2isierung von *ilung als Herausforerung f]r
$eligion un evangelische *ilungsverant6ortung0 LEuropeani+ation of
eucation as a challenge for religion an ste6arship for eucation from a
protestant perspectiveM0 4n /0 %chreiner- V0 Elsen"ast P F0 %ch6eit+er (Hg0)
;'ropa:2ild'n/:Reli/ionB De3okratische 2ild'n/sverant9ort'n/ 'nd die
Reli/ionen Leine Ver3ffentlichung es 'omenius.4nstitutsM (79:B8)0 ,]nster5
HaAmann0
%chreiner- /0 (8CC@)0 Europeani+ation as a hori+on for eucation for sustaina"le
evelopment0 4n Proceedin/s oA the 5th $nternational 7;7 ConAerence on
7heories and Practices Aor ;d'cation oA s'staina)le Develop3ent (98@:9;<)-
De"recen- ,ay ;C:!une 9- 8CC@0
%tr]"ing- ! (8CC=)0 (ro'nded theor<B 5'r so4ialtheoretischen 'nd
episte3olo/ischen K'ndier'n/ des YerAahrens der e3pirisch )e/rZndeten
7heorie)ild'n/0 90 #ufl0 Hies"aen5 V% Verlag f]r %o+ial6issenschaften0
(Uualitative %o+ialforschung- 9<)0
(6 Clara Mandolini
E&$cation for #$#taina*le &e%elo+,ent an& ha(ar&
+re+are&ne##B a @e3 to +ro,ote co,,$nit3
en'a'e,ent
'onstantina %canavis an ,aria %akellari
Universit< oA the Ae/an, (reece
A*#tract
Rreco/nition that ed'cation pro/ra33es )ased on the disse3ination oA /eneral
inAor3ation are ineAAective has called attention Aor alternative approaches to
ha4ard ed'cationB DB Paton J2668L developed a 3odel predictin/ level oA ha4ard
preparedness 9hich hi/hli/hts a need Aor disc'ssion oA ha4ard iss'es 9ithin
esta)lished co33'nit< Aor'3s in 9a<s that e3po9er co33'nit< 3e3)ers to
identiA< the i3plications oA ha4ard activit< Aor the3 and to Aacilitate their a)ilit<
to conAront those iss'esB ;d'cation Aor s'staina)le develop3ent is
3'ltidisciplinar<, liAelon/ and e3)races a 9ide ran/e oA participator< learnin/
eMperiencesB 7he p'rpose oA ed'cation Aor s'staina)le develop3ent is to ens're
that an<one can )eneAit Aro3 V'alit< ed'cation, and that the principles and
val'es oA s'staina)le develop3ent are incorporated in all Aor3s oA ed'cationB
7his paper disc'sses that DB PatonGs 3odel can inAor3 the develop3ent oA
ed'cation Aor s'staina)le develop3ent pro/ra33es in order to pro3ote
co33'nit< en/a/e3entB
Key wordsU environ3ental ed'cationE ed'cation Aor s'staina)le develop3entE
ha4ard ed'cationE citi4en participationB
Intro&$ction
The Decem"er 8CC= tsunami shone an intense spotlight on Duestions of early
6arning systems an prepareness (*asher- 8CC>)- 6hile government
negotiations culminate in a maEor international agreement on isaster risk
reuction at the Horl 'onference on Disaster $euction in 1o"e- !apan- 97:88
!anuary 8CC<- namely the Hyogo Frame6ork for #ction 8CC<:8C9<5 "uiling the
resilience of nations an communities to isasters (U( 8CC<)0
(! Clara Mandolini
The evelopment of risk management strategies is essential in societies
that are suscepti"le to eAperiencing averse impacts from- for eAample- the
volcanic- 6ilfire- storm- flooing- tsunami an seismic processes present in their
environment0 Developing a societal capacity to co.eAist 6ith the potentially
ha+arous aspects of its environment through the proactive evelopment of a
capacity to confront ha+ar conseDuences is an essential component of
emergency management planning (/aton P !ohnston- 8CC>)0 /reparation
reuces the risk of inEury- eath an property amage- as 6ell as contri"utes to
peoples? capacity to aress 6ith ha+ar conseDuences an contri"uting factors
such as people?s familiarity 6ith the ha+ar- availa"ility of information- trust-
empo6erment an community engagement (/aton- 8CC7)0 Ho6ever- recognition
that eucation programmes "ase on the issemination of general information are
ineffective has calle attention for alternative approaches to ha+ar eucation0
This paper focuses on ha+ar mitigation an eAamines the potential of
eucation for sustaina"le evelopment as a primary measure to promote
community empo6erment- participation on ecision.making process an
progressively sustaine aoption of prepareness0
"a(ar& +re+are&ne## an& i,+lication# for +$*lic e&$cation
# isaster- precipitate "y a natural ha+ar- can "e efine as Ja serious
isruption of the functioning of a community or a society causing 6iesprea
human- material- economic or environmental losses 6hich eAcee the a"ility of
the affecte community or society to cope using its o6n resources? (4%D$ 8CC=)0
#lthough it must "e ackno6lege that all ha+ar events are uniDue- an may
iffer ramatically from one another on several imensions- the human response
may possess sufficient similarity for this process to "e moelle ('reamer- 9BB=Q
To"in- 9BBBQ Van en Eye P Veno- 9BBB)0 'onseDuently- risk management
must focus on eveloping people?s capa"ility to respon promptly an
appropriately in avance of ha+ar activity occurring (/aton et al0- 8CC7)
D0 /aton (8CC7) ientifie a nee to accommoate t6o processes0 The
first process involves a nee for any moel to "e a"le to ifferentiate "et6een
people 6ho ecie to prepare from those that ecie not to prepare (/aton et al0-
8CC<)0 The secon process entails accommoating ho6 people?s social conteAt
influences ho6 they construe risk an ecie 6hat to o a"out it (/aton et al0-
8CC>)0 *y integrating these perspectives- D0 /aton (8CC7) evelope a moel that
(" Clara Mandolini
escri"es ho6 these interpretive processes interact to preict levels of ha+ar
prepareness0
The moel (Figure 9) highlights a nee for risk communication process
to "e "ase on community engagement an to encourage iscussion of ha+ar
issues 6ithin esta"lishe community forums in 6ays that empo6er community
mem"ers to ientify the implications of ha+ar activity for them an to facilitate
their a"ility to confront those issues- incluing ho6 to implement the solutions
(/aton- 8CC7)0
Gro6ing recognition that pu"lic eucation programmes- "ase on the
issemination of general information (Linell P Hhitney- 8CCCQ Duval P
,ulilis- 9BBBQ /aton- ,c'lure P *]rgelt- 8CC>Q %mith- 9BB;) are ineffective- has
calle attention to a nee for alternative approaches to ha+ar eucation (/aton et
al0 8CC7)0 The Hurricane 1atrina isaster is a case in point 6here the
meteorological 6arnings of 6in spee- storm surge an rainfall 6ere accurate
an freDuently communicate many hours in avance- "ut the pu"lic an official
engagement an responses to the 6arnings 6ere inaeDuate (*asher- 8CC>)0
Figure 90 ,oel of the relationship "et6een ispositional factors- structural factors- trust an
intention to aopt protective measures (/aton- 8CC7)
The moel iscusse here can inform the evelopment of pu"lic
eucation an community engagement strategies0 To facilitate prepareness-
strategies must aress information content (e0g0- outcome eApectancy)- social
conteAt (community participation- pro"lem solving) an community.agency
relationship (empo6erment- trust) factors (/aton et al0- 8CC7)0
En%iron,ental e&$cation an& e&$cation for #$#taina*le
&e%elo+,ent
(# Clara Mandolini
Environmental eucation 6as evelope in the ecaes of the 9B>Cs an 9B@Cs-
uring the evolution of the environmental movement an it 6as consiere as
one of the most effective measures for environmental pro"lems0 Environmental
eucation Duestione the ominant anthropocentric system of values- focuse on
eucation of all citi+ens an aime at funamental changes in environmental
attitues- "ehaviours an values of citi+ens of all age groups0 The T"ilisi
4ntergovernmental 'onference on EE o"Eectives (a6areness- sensitivity- attitue-
skills an participation)- 6hich 6as hel in 9B@@- serves as a maEor guiance for
6orking on "uiling environmentally effective human "ehaviour0
The "asic principles of the Environmental eucation manate envisage
that environmental eucation (%kanavis P %akellari- 8CC7)5
(a) shoul "e a life.long process an accessi"le to people of all age
groups an cultural "ackgrouns0 4t shoul "e eAtene 6ell "eyon school
systems- covere "y means of non.formal an informal eucational proceuresQ
(") has to "e interisciplinary- employing concepts from natural- social-
political sciences an economicsQ
(c) shoul "e as holistic as possi"le- emphasi+ing the interepenence of
humans an natureQ
() shoul empo6er stuents 6ith the necessary tools to critically
analyse environmental issues an to eAercise the right to choose the "est.case
scenarioQ
(e) shoul invest in technological "ase instruction 6hich allo6s
through simulations from computer "ase programmes- the analysis of
environmental conitions- preiction of sie effects an unerstaning of the
importance of our active participation in the environmental ecision making
process0
Environmental eucation programmes focus on eveloping
programmes- 6hich 6ill ena"le citi+ens to "ehave in environmentally esira"le
6ays0 #ll these eucational attempts focus on promoting responsi"le citi+enship-
in particular- "ehaviour.arming citi+ens 6ith the appropriate skills for critical
thinking an 6ith the a"ility to actively participate in the environmental ecision.
making processes0 Environmental eucation suggests that people can live in
)% Clara Mandolini
harmony 6ith nature an act in a fair 6ay 6ith each other an that they can make
ecisions "ase on interest an care for future generations0 Environmental
eucation aims at a emocratic society 6here active environmentally.literate
citi+ens participate in a responsi"le 6ay ((##EE- 9BB>)0 Environmental
eucation prompts citi+ens to reali+e the connection "et6een the various policies-
their 6ay of life an that of future generations- an the importance of active
participation in the political process constituting people as catalysts for political
change0 #s active participants- they can recogni+e- support- eucate an raise
local issues associate 6ith national policy planning (%cria"ine- 9BB>)0
Environmental eucation has mainly "een esta"lishe in formal
eucationQ ho6ever- its importance has "een recogni+e in the forms of non.
formal an informal eucation0 Formal- non.formal an informal environmental
eucation programme o"Eectives epen on the environmental eucator- the
person 6ho is responsi"le for the implementation of the eucational process0
4nformal environmental eucation inclues any issemination of information an
kno6lege through mass meia- li"raries- social contacts or the internet
(Tsampoukou.%kanavis- 8CC=)0
'iti+en participation constitutes a funamental goal of environmental
eucation0 Going "ack to the international conferences on environmental
eucation- environmental participation is presente intensely0 4n 9B@<- the
eclaration of the conference on environmental eucation- organi+e in *elgrae-
proclaime that one of the environmental eucation o"Eectives is participation
(U(E%').U(E/- 9B@>)0 4n 9B@@- the T"ilisi Declaration note that citi+en
participation continues to "e the main o"Eective of EE "y proviing social groups
an citi+ens 6ith the possi"ility to participate actively at all levels to6ars the
resolution of environmental pro"lems (U(E%')- 9B@7)0 4n 9B7@- in ,osco6- it
6as agree that EE shoul simultaneously attempt to increase the a6areness-
transmit information- isseminate kno6lege- evelop customs an skills-
promote values- an provie criteria an irectives for ecision.making an
resolution of environmental pro"lems (U(E%').U(E/- 9B7@)0 #t the 9BB8 $io
'onference- it 6as formulate that environmental issues are "etter resolve 6ith
the participation of all intereste citi+ens- in a relative level (U('ED- 9BB8)0 4n
the Horl %ummit of Unite (ations for the %ustaina"le Development- 6hich
6as organi+e in !ohannes"urg in 8CC8- it 6as characteristically reporte that
sustaina"le evelopment reDuires a 6ie participation in policy planning an
ecision.making- as 6ell as in their application at all levels (U(- 8CC8)0 The =
th
4nternational 'onference on Environmental Eucation- 6hich 6as hel in
#hmea"a- 4nia in 8CC@- recommene changes in several areas of thinking
)$ Clara Mandolini
an practice- among them to change participation patterns an practices- an also
to use eucation to empo6er an encourage people to actively participate in civil
society an the evelopment of capacity for emocratic participation in earth
governance (U(E%').U(E/- 8CC@)0
'iti+en participation in environmental ecision.making is of eAtreme
importance in securing a goo Duality of life0 Local communities kno6 "est 6hat
alternate solutions shoul "e implemente for appropriate management of their
area (%kanavis et al0- 8CC<)0 'iti+en participation is usually efine as the
involvement of people- outsie the official governmental mechanism- in the
ecision.making process process (Fiorino- 9BB>Q Fulop- 9BBBQ %iouti- 9BB7Q
*rohman- 9BB>Q )sler- 9BB@) 6ith any possi"le intervention in the processes of
ecision.making "y the #ministration- from Euriical affairs up to letters of
protest- mo"ilisations of organise groups or the irect action of citi+ens
(Fiorino- 9BB>)0 The compleAity of environmental pro"lems has electe the
process an the methos of citi+en participation as important tools for the
solution of environmental pro"lems (*eierle- 9BBBQ ,onroe et al- 8CCC)0
Ho6ever- although science an availa"le technologies for the solution of
environmental pro"lems have presente important progress- citi+en participation
in the ecisions that concern environmental issues is limite (Fiorino- 9BB>)0
#ccoring to T0 '0 *eierle (9BB7- 9BBB) the outcome of citi+en
participation is reporte in the final main ecisions that have "een taken an
evaluate "ase on ho6 citi+en?s participation has achieve the social goals-
6hich surpass the immeiate interests of the groups that are involve in the
process of ecision.making (*eirle- 9BB7- 9BBBQ *eirle P 'ayfor- 9BBB- 8CC9-
8CC8Q Davies- 9BB7)0 %ocial goals (*eirle- 9BB7- 9BBB) as eucation an
information of pu"lic- incorporation of values of citi+ens in the process of
ecision.making- improvement of essential Duality of ecisions- strengthening
confience in the institutions- alleviation of conflicts an cost.effectiveness- can
lea to the improvement of pu"lic programmes of participation- support the
evaluation of innovative methos- an promote the theoretical comprehension of
citi+en participation0
The issemination of information facilitates the collective kno6lege0
Thus- the local societies comprehen "etter controversial issues an are a"le to
resolve the pro"lems that they face ('omfort- 9BBB)0 Hhen all the mem"ers of a
local society are allocate the essential tools an skills so that they can collect the
information that they nee in orer to 6ork to6ars their preferre change- their
role in the ecision making process is strengthene ('hopyak- 8CC9)0
)& Clara Mandolini
The concept of eucation for sustaina"le evelopment has gro6n out of
environmental eucation0 Despite the fact that environmental eucation is kno6n
for the unerlying concept that humans are part of nature an in contrast-
eucation for sustaina"le eucation is centre far more on humans (%auve- 9BBBQ
,c1eo6n P Hopkins- 8CC@)- environmental eucation an eucation for
sustaina"le eucation share the follo6ing similarities (,c1eo6n P Hopkins-
8CC<)0
The goals of environmental eucators are similar to those of
eucators involve in eucation for sustaina"le eucationQ
*oth environmental eucation an eucation for sustaina"le
eucation envision a more Eust an eDuita"le society in 6hich
citi+ens participate in community."ase ecision makingQ
Environmental protection- society an economy are "alance in the
pursuit of evelopment an Duality of life for all mem"ers of
society0
Eucation for sustaina"le eucation is multiisciplinary- lifelong an
em"races a 6ie range of participatory learning eAperiences an programmes in
"oth formal an non.formal settings (U(E%')- 8CC<)0 The purpose of eucation
for sustaina"le eucation is to ensure that anyone can "enefit from Duality
eucation- an that the principles- values- an actions necessary for promoting
sustaina"le evelopment are incorporate in all forms of eucation for positive
societal transformation (U(E%')- 8CC=)0
4n Decem"er 8CC8- the Unite (ations General #ssem"ly aopte
$esolution <@^8<= proclaiming the perio 8CC<.8C9= the Decae on Eucation
for %ustaina"le Development (DE%D)0 The overall goal of DE%D is to integrate
sustaina"le evelopment into all aspects of learning an to encourage changes in
"ehaviour for a more sustaina"le one (U(E%')- 8CC<)0
Concl$#ion#
Environmental eucation is particularly important as it can eucate an increase
environmental a6areness of local populations0 Environmental eucation
programmes focus on eveloping programmes 6hich 6ill ena"le citi+ens to
"ehave in environmentally esira"le 6ays0 #ll these eucational attempts focus
)' Clara Mandolini
into promoting responsi"le citi+enship "ehaviour.arming citi+ens 6ith the
appropriate skills for critical thinking an 6ith the a"ility to actively participate
in the environmental ecision.making processes0 'iti+en participation in the
environmental ecision.making process constitutes a funamental goal of
environmental eucation0 Environmental eucation prompts citi+ens to reali+e
the connection "et6een the various policies- their 6ay of life an that of future
generations- an the importance of active participation in the political process
constituting them catalysts for political change0 The concept of eucation for
sustaina"le evelopment has gro6n out of environmental eucation0 Eucation
for sustaina"le evelopment ensures that anyone can "enefit from Duality
eucation- an that the principles an values of sustaina"le evelopment are
incorporate in all forms of eucation0
4n areas suscepti"le to natural ha+ar conseDuences- a key goal of risk
communication is encouraging people to aopt protective measures0 /eople
living in communities at risk from natural ha+ars continue to emonstrate poor
kno6lege of risk mitigation proceures an a reticence to aopt protective
measures (/aton- ,c'lure P *]rgelt- 8CC>)0 Hhen emergency management
agencies engage community mem"ers a"out ha+ars- levels of trust- satisfaction
6ith communication- risk acceptance- 6illingness to take responsi"ility for their
o6n safety- an collective commitment to confront ha+ar conseDuences 6ill all
increase (/aton P *ishop- 9BB>Q /earce- 8CC;)0 This paper suggests that
eucation for sustaina"le evelopment programmes- em"racing the moel
evelope "y D0 /aton (8CC7)- can foster people?s familiarity 6ith the ha+ar-
availa"ility of information- trust- empo6erment an community engagement
to6ars associate risk mitigation0
)( Constantina Scanavis and Maria Sakellari
!eference#
*asher- $0 (8CC>)0 Glo"al early 6arning systems for natural ha+ars5 systematic
an people.centre- PhilB 7ransB RB SocB A- ;>=- 89>@:8978
*eierle- T0 '0 (9BB7)0 P')lic participation in environ3ental decisionsU an
eval'ation Ara3e9ork 'sin/ social /oals0 Hashington D'5 $esources For The
Future- Discussion /aper BB:9C>0
*eirle- T0 '0 (9BBB)0 ;val'atin/ p')lic participation in environ3ental decision
3akin/B Hashington D'5 $esources For The Future
*eierle- T0 '0 P 'ayfor- !0 '0 (9BBB)0 7he deter3inants oA s'ccessA'l p')lic
participation in environ3ental decision 3akin/0 Hashington D'5 $esources For
The Future
*eierle- T0 '0 P 'ayfor- !0 '0 (8CC9)0 ;val'atin/ disp'te resol'tion as an
approach to p')lic participation0 Hashington D'5 $esources For The Future
*eierle- T0 '0 P 'ayfor- !0 '0 (8CC8)0 De3ocrac< in practiceU p')lic
participation in environ3ental decisionsB Hashington D'5 $esources For The
Future
*rohman- !0 (9BB>)0 Rethinkin/ the theor< and practice oA develop3entB
*lack6ell /u"lishers
'hopyak- !0 (8CC9)0 'iti+en participation an emocracy5 eAamples in science
an technology0 8ational Civic Revie9, 16(=)- ;@<:;7;
'omfort- L0 10 (9BBB)0 Shared riskU co3pleM s<ste3s in seis3ic responseB
#msteram5 /ergamon
'reamer- ,0 (9BB=)0 'ommunity recovery from trauma0 4n $0 Hatts P D0 !0 De
la Horne (Es0)- Copin/ 9ith tra'3aU the victi3 and the helper (pp0 ;@:<8)0
*ris"ane5 #ustralian #caemic /ress0
)) Constantina Scanavis and Maria Sakellari
Davies- !0 '0 (9BB7)0 P')lic participation in environ3ental decision*3akin/ and
the Kederal Advisor< Co33ittee ActB Hashington D'5 $esources For The Future
Duval- T0 %0 P ,ulilis- !0 /0 (9BBB)0 # person.relativeto.event (/rE)0 #pproach
to negative threat appeals an earthDuake prepareness5 a fiel stuy0 o'rnal oA
Applied Social Ps<cholo/<, 21, =B<:<9>0
Fiorino- D0 !0 (9BB>)0 Environmental policy an the participation gap0 4n H0 ,0
Lafferty P !0 ,eao6croft (Es0)- De3ocrac< and the environ3ent, pro)le3s
and prospectsB 'heltenham U1- Lyme- U%5 E6ar Elgar0
Fulop- %0 (8CC8)0 Hhy o 6e 6ant pu"lic participation in environmental
ecision.makingI <
th
Guta 'onference0 *uapest0 $etrieve !une 7- 8CC;- from
http5^^6660osi0hu^infoprogram^comm6orkshop /resentations^//'4110htm
4%D$ (8CC=)0 Terminology5 "asic terms of isaster risk reuction0 $etrieve
!anuary 9>- 8CC=- from http5^^6660unisr0org^eng^li"rary^li".terminology.eng
N8Chome0htm- 4nternational %trategy for Disaster $euction secretariat- Geneva0
Linell- ,0 10 P Hhitney- D0 !0 (8CCC)0 'orrelates of househol seismic ha+ar
aEustment aoption0 Risk Anal<sis YolB 26- 9;:8<0
,c1eo6n- $0 P Hopkins- '0 #0 (8CC@)0 ,oving "eyon the EE an E%D
isciplinary e"ate in formal eucation0 o'rnal oA ;d'cation Aor S'staina)le
Develop3ent 266., -(9)- 9@:8>
,c1eo6n- $0 P Hopkins- '0 #0 (8CC<)0 EE an E%D5 T6o /araigms- )ne
'rucial Goal0 Applied ;nviron3ental ;d'cation and Co33'nication, 4 (;)-
889:88=0
,onroe- ,0 '0- Day- *0 #0 P Grieser- ,0 (8CCC)0 Green'), 6eaves four
strans0 'hapter 90 4n *0 #0 Day P '0 ,0 ,onroe (Es0)- ;nviron3ental
ed'cation [ co33'nication Aor a s'staina)le 9orld0 Green'om0 $etrieve !une
7- 8CC9- from http5^^6660usai0gov^environment^greencom
`aabb0 (9BB>)0 ;nviron3ental ed'cation 3aterialsU /'idelines Aor eMcellenceB
Hashington D0'05 (orth #merican #ssociation for Environmental Eucation
)6 Constantina Scanavis and Maria Sakellari
/aton- D0 (8CC7)0 $isk communication an natural ha+ar mitigation5 ho6 trust
influences its effectiveness0 $nternational o'rnal oA (lo)al ;nviron3ental
$ss'es, 8(9^8)- 8:9>
/aton- D0 an *ishop- *0 (9BB>)0 Disasters an communities5 promoting
psychosocial 6ell."eing0 4n D0 /aton P (0 Long (Es0)- Ps<cholo/ical Aspects oA
DisasterU $3pact, Copin/, and $ntervention (8<<:8>7)0 /almerston (orth- (e6
cealan5 Dunmore /ress0
/aton- D0- Houghton *0 F0- Gregg '0 E0- Gill D0 #0- $itchie L0 #0- ,c4vor D0-
Larin /0- ,einhol %0- Horan !0 P !ohnston- D0 ,0 (8CC7)0 ,anaging tsunami
risk in coastal communities5 ientifying preictors of prepareness0 7he
A'stralian o'rnal oA ;3er/enc< Mana/e3ent, 23(9)- =:B
/aton- D0- 1elly- G0- *]rgelt- /0T0 P Doherty- ,0 (8CC>)0 /reparing for "ushfires5
unerstaning intentions0 Disaster Prevention and Mana/e3ent, -5, <>>:<@<0
/aton- D0- ,c'lure- !0 P *]rgelt- /0 T0 (8CC>)0 (atural ha+ar resilience5 the role
of iniviual an househol prepareness0 4n D0 /aton P0 D0 !ohnston (Es0)-
Disaster resilienceU an inte/rated approach (pp09C<:98@)0 %pringfiel- 4L5
'harles '0 Thomas0
/aton- D0- %mith- L0 ,0 P !ohnston- D0 (8CC<)0 Hhen goo intentions turn "a5
promoting natural ha+ar prepareness0 A'stralian o'rnal oA ;3er/enc<
Mana/e3ent, 26- 8<:;C0
/earce- L0 (8CC;)0 Disaster management an community planning an pu"lic
participation5 ho6 to achieve sustaina"le ha+ar mitigation0 8at'ral Qa4ards, 87-
899:8880
%auve- L0 (9BBB)0 Environmental eucation5 "et6een moernity an
postmoernity : searching for an integrating eucational frame6ork0 Canadian
o'rnal oA ;nviron3ental ;d'cation, 4, B:;<0
%cria"ine- $0 (9BB>)0 P'ttin/ people into polic<U the role oA environ3ental
ed'cation and co33'nicationB Green'om0
)! Constantina Scanavis and Maria Sakellari
%kanavis- '0 P %akellari- ,0 (8CC7)0 EAploring the nee for agricultural ^
environmental eucation in Greece0 $nternational o'rnal oA ;nviron3ental
St'dies, in press0
%kanavis- '0- %akellari- ,0 P /etreniti- V0 (8CC<)0 The potential of free.choice
learning for environmental participation in Greece0 ;nviron3ental ;d'cation
Research, --(;)- ;89:;;;0
%mith- 10 (9BB;)0 ;nviron3ental ha4ardsU assessin/ risk and red'cin/ disaster0
Lonon5 $outlege0
To"in- G0 #0 (9BBB)0 %ustaina"ility an community resilience5 the holy grail of
ha+ars planning- ;nviron3ental Qa4ards, -, 9;:8>0
Tsampoukou : %kanavis- '0 (8CC=")0 ;nviron3ent and societ<U a relationship in
contin'o's pro/ressB #thens5 1alioskopio0
U( (8CC<) Q<o/o Kra3e9ork Aor Action 2665N26-5U )'ildin/ the resilience oA
nations and co33'nities to disastersB Resol'tion 2- Horl 'onference on
Disaster $euction in 1o"e- !apan- 97:88 !anuary 8CC<0 Unite (ations-
#^')(F08C>^>0 $etrieve Fe"ruary 9<- 8CC<- from
http5^^6660unisr0org^eng^hfa^hfa0htm
U( (8CC8)0 @orld s'33it on s'staina)le develop3entB !ohannes"urg5 Unite
(ations0
U('ED (9BB8)0 A/enda 2-U pro/ra33e oA action Aor s'staina)le develop3entB
Rio declaration on environ3ent and develop3entB (e6 &ork5 Unite (ations
U(E%') (9B@7)0 Kinal report on inter/overn3ental conAerence on
environ3ental ed'cationB )rgani+e "y U(E%') in cooperation 6ith U(E/-
T"ilisi- U%%$- 9=.8> )cto"er 9B@@0 /aris5 U(E%') ED^,D^=B
U(E%') (8CC=)0 United 8ations Decade Aor S'staina)le Develop3ent J2664:
26-5L Kra3e9ork Aor the $nternational $3ple3entation Sche3e- /aris5U(E%')
U(E%') (8CC<)0 U8 Decade oA ;d'cation Aor S'staina)le Develop3ent 2665:
26-4U $nternational $3ple3entation Sche3e- /aris5U(E%')
)" Constantina Scanavis and Maria Sakellari
U(E%').U(E/ (8CC@)0 =
th
4nternational 'onference on Environmental
Eucation- )verall $ecommenations0 $etrieve #ugust 8;- 8CC7- from
http5^^6660t"ilisiplus;C0org^FinalN8C$ecommenations0pf
U(E%').U(E/ (9B@>) The *elgrae charter5 a glo"al frame6ork for
environmental eucation0 Connect, -, 9:80
U(E%').U(E/ (9B77)0 $nternational strate/< Aor action in the Aield oA
environ3ental ed'cation and trainin/ Aor the -116sB 4nternational congress on
environmental eucation an training- ,osco6 9B7@- /u"l0 (#4$)*4- /aris
Van en Eye- !0 P Veno- #0 (9BBB)0 'oping 6ith isastrous events5 an
empo6erment moel of community healing0 4n $0 Gist P *0 Lu"in (Es0)-
Response to Disaster (pp0 9>@:9B8)0 Taylor an Francis /hilaelphia- /#0
)#
Teacher E&$cation for E&$cation for
S$#taina*le De%elo+,ent
Ener'3 to+ic in non<for,al e&$cation of Lat%ia
#nita /ipere- Lolita !ondne- #ntoniEs %aletis- 4rfna
1okina- $uete Gra"ovska an ,drete 1ravale./auliga
Da'/avpils Universit<, Latvia
A*#tract
7he /iven st'd< represents a part oA ;U C:M;8$US pro"ect that is Aoc'sed on
the ener/< topic in non*Aor3al ed'cation in the conteMt oA ed'cation Aor
s'staina)le develop3entB 7he article sho9s the speciAicit< oA Latvian teachers
and o't*oA*school eMpertsG vie9s on non*Aor3al ener/< ed'cationB 7he
constr'cted tools Aoc'sed on the st'd< oA ener/< topic in relation toU -L teachin/
3aterials, 2L readiness to teach this topic and 3L o't*oA*school places Aor ener/<
ed'cationB An -8*ite3 s'rve< 9ith open*ended and closed V'estions and a
str'ct'red intervie9 9ith -4 V'estions 9ere cond'cted 9ith 26 eMperts oA o't*oA*
school placesB 2oth V'alitative and V'antitative data anal<sis 3ethods 9ere
appliedB DiAAerent concept'al approaches, the )est practice eMa3ples, challen/es
and needs, and the 3ain chances Aor i3prove3ent and develop3ent in the Aield
9ere inAerred Aro3 the dataB
Key wordsU non*Aor3al ed'cationE o't*oA*school placesE ener/< ed'cationE
teachersE eMpertsB
E&$cation for f$t$reB non<for,al a++roach to ener'3 to+ic
The EU- as 6ell as rest of the 6orl- are at crossroas concerning the future of
energy0 'limate change- increasing epenence on oil an other fossil fuels-
gro6ing imports- an rising energy costs are making our societies an economies
vulnera"le0 These challenges call for a comprehensive an am"itious response0
He nee a vision of Europe 6ith a thriving an sustaina"le energy economy that
6%
has graspe the opportunities "ehin the threats of climate change an
glo"ali+ation (E'- 8CC>Q E'- 8CC@aQ E'- 8CC@"Q E'- 8CC@c)0 )ne 6ay to
respon to this challenge is through eucation- in this case- energy eucation0
To escri"e the situation in energy eucation- Eucation for %ustaina"le
Development (E%D) has to "e use as a "ackgroun0 E%D Fis an essential part of
a larger conversation regaring Duality of life for all the inha"itants of Earth0
%ustaina"le evelopment offers a philosophic an analytical frame6ork for
eucative enDuiries in 6hich economic- social- an environmental factors must
"e consiere in relation to one anotherG (U(E%')- 8CC<- p0 7)0 E&$cational
effort relate& to ESD ;UNESCO= A997> Cill enco$ra'e chan'e# in *eha%io$r
that Cill create a ,ore #$#taina*le f$t$re in ter,# of en%iron,ental
inte'rit3= econo,ic %ia*ilit3= an& a 0$#t #ociet3 for +re#ent an& f$t$re
'eneration# /eagogical processes that follo6 from opportunities for
eli"erating an aressing compleA issues reDuire critical an open engagement0
4n practice that also means to conserve energy an "ecome more energy efficient0
4n this 6ay- a sustaina"le lifestyle 6ill "e attaine- as 6ell a sustaina"le
management an response to glo"al 6arming 6ith eucation an promotion of
alternatives such as rene6a"le energy- energy efficiency- an energy
conservation0
The Faure.commission of U(E%') (9B@8) state that non.formal
learning forms a"out @CN of all human learning processes0 Thus- strengthening
non.formal learning at schools is likely to improve the overall impact of school
eucation ('arlson P ,aAa- 9BB@Q 'ross- 8CC>Q *ekerma- *ur"ules- %il"erman
P 1eller- 8CC<Q Forham- 9BB;)0 There have "een to ate fe6 stuies 6hich
Duantify an Dualify the positive impact of non.formal learning- a learning 6hich
often takes place out.of.classroom an in learning locations such as museums-
centres of environmental eucation or sciences centres- 6hich are kno6n to
foster learning an kno6lege transfer "y means of entertainment an hans.on
eAperiences (4(%/4$E- 8CCB)0
'onsiering themes of increasing relevance an great importance to
pupils such as rene6a"le energy or climate change- non.formal eucation can
complement the traitional classroom "ase programmes0 Dra6ing on the
perceive nee to foster non.formal learning on rene6a"le energy an climate
change the EU '),E(4U% proEect $nspire School ;d'cation )< 8on*Aor3al
Learnin/ (4(%/4$E) has "een conceive for years 8CC7.8CCB in a partnership of
Germany- Latvia an /olan0 The proEect aims to create synergies an links
6$
"et6een out.of.school places of learning an curricular learning- thus improving
the "ase of kno6lege of European pupils on matters relate to E%D0 The
approach of energy an climate issues covers also social an scientific
competences0 4n aition- 4(%/4$E aims to prepare a set of materials- 6hich may
support teacher training on rene6a"le energy an climate issues- as 6ell as test
such materials 6ith a vie6 to a su"seDuent use in support of non.formal
eucation0
The proEect can "e implicitly ivie into three phases5 9) overvie6 of
eAisting concepts of com"ining learning at out.of.school places 6ith formal
learning at school in the participating countries- focuse on the su"Eect of
environmentally frienly energy use an climate issuesQ 8) esign of training
moules for pupilsQ ;) esign an testing of ne6 training courses for teachers0
The presente stuy 6ill cover only the first phase of the proEect regaring the
specific outcomes of Latvia0
The eAploration reflecte in this paper- to a certain eAtent- em"oies all
authenticity criteria that etermine gooness- relia"ility- valiity- an the rigor of
Dualitative research (Gu"a P Lincoln- 9B7B)5 9) Aairness that means aeDuately
capturing the voice of all stakeholers- 8) ontolo/ical a'thenticit< that represents
the criteria for assessing a raise level of a6areness among the research
participants- ;) ed'cative a'thenticit< or Fthe eAtent to 6hich the responents?
unerstaning of an appreciation for the constructions of others outsie their
stake.holing group are enhanceG (p0 8=7)- =) catal<tic a'thenticit< that
envisages that participation in the stuy has lea to some action(s) taken or
ecision(s) mae "y the participants- an <) tactical a'thenticit< that aresses
the egree to 6hich stakeholers an participants are empo6ere to act0
Hhile creating the research methos for the proEect- the follo6ing
aspects of aims state a"ove 6ere kept in focus as iniviual tasks concerning 9)
the integration of formal an non.formal eucation5 unerstaning of issue- out.
of.school places- nees an gaps- teaching materials an 8) the energy topic in
non.formal eucation5 teaching materials- reainess to teach this topic- an out.
of.school places for energy eucation0 Therefore- the legitimate research
Duestions for this stuy coul "e set5
Hhat is a vie6 of eucators on the situation 6ith integration of formal
an non.formal eucation in LatviaI Hhat is a vie6 of eucators on energy topic
in non.formal eucation of LatviaI
6&
Metho&
Sa3ple
T6o ifferent samples 6ere collecte5 a sample of out.of.school eucation
eAperts 6as compose for the intervie6- 6hile a sample of teachers 6as collecte
for the survey0
4ntervie6 sample of eAperts ((h8C) consiste of < males an 9<
females- 6ith teacher training institutions (nh<)- out.of.school eucation places
(nh@) an ifferent schools (nh7) from all regions of Latvia represente0 The
specialities of eAperts 6ere natural sciences (nh9<)- social sciences (nh;)-
engineering (nh9)- an agronomy (nh9)0 The 6ork eAperience of teacher
eucators in average 6as more than ;9 years0 Teachers? peagogical eAperience
6as on average 87 years0 Three teachers 6ere octoral stuents0 The peagogical
eAperience of out.of.school eAperts 6as on average 99 years0 The maEority of
eAperts ha many years of aministrative an research eAperience0
The sample of teachers consiste of <C responents (=@ female an ;
male) from 8= to >> years (,h=907) of age- as 6ell as 9 to =C years (,h9@0@) of
peagogical eAperience0 The teachers represente ifferent types of schools5
primary schools (98N)- "asic schools (8CN)- seconary schools (<7N)- an other
schools (9CN)0 The maEority of teachers came from Daugavpils- the secon
largest to6n in Latvia- an the Daugavpils region (<7N)0 #pproAimately half of
the sample 6ere teachers of natural science- 6hile the other half of the teachers
6ere specialise in other isciplines- such as social science- housekeeping an
technology0 The collecte samples- to a certain egree- respon to the criteria of
fairness since the participants sho6 Duite large iversity of represente
populations an groups of involve stakeholers0
In#tr$,ent#= +roce&$re an& &ata anal3#i#
Inter%ieC
The aim of the intervie6 6as to reveal the real situation concerning the
integration of out.of.school learning places an school curricula in relation to
energy eucation as 6ell as to iscover the impact of such places on stuents?
6'
learning- especially on social competences- kno6lege in %cience- an the
environment0 The structure intervie6 6ith 9= Duestions 6as create "y the
4(%/4$E proEect team from Latvia0 The intervie6 containe Duestions such as
F@hat event'al challen/es and concerns do <o' see re/ardin/ the inte/ration oA
school and o't*oA*school places speciAicall< Aor the acV'isition oA ener/< related
topicsSP
Hhile arranging the intervie6- the time- place- an length- up to >C
minutes- of the intervie6 6ere coorinate0 /ermission 6as aske for auio
recoring of the intervie60 # high level of confientiality of intervie6 ata 6as
ecie5 the results of intervie6 mainly appear in summarise formQ in nee of
Duoting- the responents are epicte in the proEect reports only in coe form0
The responents 6ere shortly introuce a"out proEect- research topic- as 6ell as
informe a"out the aim of the intervie60 *efore the intervie6s- emographic ata
6ere collecte from the participants0 #ll intervie6s 6ere auio.tape an
transcri"e to create a 6ritten protocol0 The ata 6ere collecte "oth on the
premises of Daugavpils University an in out.of.school places0
%ince the intervie6 Duestions 6ere esigne focusing on the research
aim an tasks- the ata analysis 6as simple enough to allo6 the creation of su".
themes- as guie "y research aim an tasks0 %imilar iniviual themes 6ere
clustere an appropriate language to escri"e them 6as selecte0 4ntervie6 ata
6as later triangulate 6ith ata from teachers? survey0
S$r%e3
The survey conucte 6ithin the stuy 6as applie to o"tain "oth Duantitative
an Dualitative information from the teachers that coul "e use as the ata
complementing an aing some specificity to the main ata o"taine from the
intervie6s 6ith eAperts0 The structure 97.item survey- 6ith B open.ene an B
close Duestions- 6as esigne "y the 4(%/4$E proEect team from Latvia0 The
eAample of a survey Duestion is5 8a3e the o't*oA*school places in <o'r to9n
JdistrictL 9here <o'r p'pils co'ld 3aster the topics a)o't ener/<S
$esponents 6ere consente a"out the confientiality an anonymity of
their ans6ers prior to aministration of the survey0 The ans6ers to the survey
Duestions 6ere collecte "oth in har.copy an electronic form0 The responents
6ere Duickly introuce to the research topic an informe a"out the aim of the
survey0 The ata 6ere collecte uring in.service courses for teachers at
Daugavpils University- the (ational ,eeting of Environmental Eucators- an in
6(
electronic form0 The survey starte 6ith information a"out the emographic ata
of responents0 *oth Dualitative an Duantitative ata analysis methos 6ere
applie0
Inte'ration of for,al an& non<for,al e&$cation
*ecause of the limite space- the results of t6o research instruments are
presente mainly in a form of an aggregate summary- using Eust a fe6
Duantitative inices to illustrate the most impressive finings or if it 6as
impossi"le to avoi the usage of num"ers0
!e#$lt#
Unerstaning of issue
Teacher trainers- teachers an out.of.school personnel vie6 the interaction of
formal an informal learning ifferently- "eginning from complementary
relationships to the fully inepenent certifie learning in out.of.school places0
Teachers an teacher trainers see more pro"lems 6ith integration than
representatives of out.of.school places that signify that- pro"a"ly- the out.of.
school places 6oul not "e the largest o"stacle in this regar0 #ll groups inicate
that such integration 6oul ensure the connection of stuents 6ith real life- an
enhancement of their kno6lege- skills an attitues in the case they are
motivate to learn0 Half of the teachers efine the integration in terms of the
place 6here non.formal eucation takes place5 one fifth of the responents see it
as ho""y eucation an clu"s at schools- an even smaller percentage efine it
through the attenance of some places outsie the school0 The other half of the
teachers efine this integration through the eeper an more practice.oriente
acDuisition of school curriculum- special peagogy of non.formal eucation an
colla"oration 6ith out.of.school eAperts0
)ut.of.school places
6)
# maEority of the eAperts (nh9>) have participate in the integration of formal
an non.formal eucation that 6as ifferent in its? content an forms5 the
maEority of them are camps- proEects- eAcursions- attenance of museums- an
ifferent ho""y groups- 6hich are a special feature of Latvia0 Unfortunately-
none of the mentione places are specially create eucational places0 The most
attene out.of.school places in Latvia are li"raries- interest centres an
sport^art^music schools0 Higher eucation institutions- science centres-
coo^"otanic garens have "een attene Duite rarely0 The maEority of the teachers
6oul like to atten out.of.school places more often0 Teachers mostly coorinate
the visit some ays "efore it inicating the lack of long term strategic planning
for the 6hole year0 Fe6 responents meet the out.of.school personnel "efore the
visits0
Teachers (nh;@) mentione places they have close cooperation 6ith0
From all places- 99 places are connecte 6ith %cience an environmental issues-
namely- Daugavpils University- Latgale coo- $ega coo- Hater /urification
%tation- $egional Environmental #ministration- Terrarium in $e+ekne- $iga
%chool of (atural %tuies- Leimagi Forestry- *otanical garen- (ature ,useum-
an %tatoil (oil an gas company)0
(ees an gaps
Formally- topics connecte 6ith real life issues are inclue in the school
curriculumQ ho6ever- their implementation is pro"lematic "ecause of aAiological
issues- 6rong approach to su"Eect- limitation only to some isciplines- or lack of
proper teaching materials0
#ll sample groups constantly recogni+e the lack of formal pre.service
teacher training relate to integration of formal an non.formal eucation- though
there is some in.service training for out.of.school eucation personnel0
Depening on personal interests- teachers can provie iverse contri"ution to the
integration of formal an non.formal eucation0 For stuents- their motivation
an attitue shoul "e improve0 ,ore out.of.school places are neee for those
6ho are intereste in science an technology0 %chools nee more info a"out the
possi"ilities of out.of.school places- motivation an strategic planning0 For
66
principals- parents- school staff the 6ay to compensate for eAtra time- 6ork an
resources nees to "e foun0
#lthough the num"er of teaching materials has "een raise lately- they
nee to "e poole in special places- populari+e an research a"out the nees is
necessary0 )ut.of.school places lack time- resources- fresh ieas on self.
avertisement- kno6lege ho6 to integrate their offer 6ith school curriculum
an nees of stuents0 'ommunity nees to re.evaluate its values an "e reay
for chilren outsie of school0
4t is interesting that 6hile every"oy recogni+e the nee for teacher
training for this topic- the teachers evaluate the nee for aitional kno6lege
an skills as a lo6est (pro"a"ly "ecause of their large peagogical eAperience)
6hile support an cooperation 6ith parents- aministration- colleagues as 6ell as
increase of salary 6ere seen as the most necessary factors in orer to promote the
integration of formal an non.formal learning0
Teaching materials
%ince teacher trainers are not involve in the integration of non.formal learning-
they i not mention any specific materials0 Teachers an personnel of out.of.
school places name Duite similar types of materials0 The scope of materials
inclue "oth printe materials ("ooks- "rochures- posters) an electronic meia
('Ds- vieo- movies)0 The pro"lems mentione 6ere5 aaptation of materials to
local conteAt- curriculum an stuents? age an scientific an technical relevance
of materials0 #vaila"le teaching materials o not inclue stuents? social
(socially pragmatic) competences- kno6lege on %cience- an responsi"ility
to6ar environment0 #ccessi"ility of teaching materials 6as evaluate in the
mile among 98 factors necessary for implementation of integration of formal
an non.formal eucation0 The teachers see the teaching materials as the least
important "ut initiative of teacher as the main factor etermining 6hat eAactly
topic 6ill "e mastere0
Ener'3 to+ic in non<for,al e&$cation
6!
Teaching materials for energy topic
,aEority of responents think that there are enough materials for environmental
eucation0 Ho6ever- only t6o specific items 6ere mentione regaring the
energy topic0 #ll groups think that such materials can "e use "oth for formal
an non.formal eucation0
Hhile teacher trainers amitte that there are lot of teaching materials
for energy topic as 6ell as criticise their Duality- teachers an out.of.school staff
eApose their 6ish to have more materials in ifferent forms (printe an
electronic)0 Teachers 6ante more technically avance materials an eApose
rather etaile vie6 on the content an peagogy of such materials0 )nly one
out.of.school staff mem"er mentione materials that she 6ante in relation to
alternative energy topic0
#ll sample groups agree that materials shoul5
"e complemente 6ith methoological instructions for teachers an
sylla"i- comprehensive list of 6ork materials- 6orksheetsQ
"e not too compleA- in simple language- 6ith illustrations- contain
interesting facts- correct info- proper references to other sourcesQ
"e relevant to stuents? ageQ
encourage stuents to kno6 more a"out the topic- to sho6 their personal
attitue to6ar the topic- trigger the further iscussion a"out the topic or
solution of the pro"lemQ
reflect all the system an processes holistically an also the place of
each element an process in the system0
$eainess to teach for energy topic
6"
Teachers evaluate their reainess to teach energy topic higher- 6hile teacher
trainers an out.of.school eAperts i not vie6 the situation as goo as the
teachers0 Teachers suggeste many ieas on ho6 to improve this situation0 4t 6as
amitte that in orer to organi+e learning of energy topic out.of.school places
nee proper eDuipment an time- teachers themselves nee strong scientific
"ackgroun an they have to "e prepare for this topic "y visiting out.of.school
places connecte 6ith energy eucation themselves0
)ut.of.school places for energy topic
Teachers mentione Duite larger num"er of out.of.school places for stuents to
get an eAperience in unerstaning of real life urgencies ealing 6ith current
pro"lems0 The universities pro"a"ly 6oul "e a"le to provie more scientific info
a"out the topic0 (one of the mentione out.of.school places are eucational
centres create especially for energy topic0 %ome aministrative pro"lems 6oul
"e anticipate regaring the visits to certain places since they usually o not see
eucation as one of their functions0
From 989 topics- carrie out in out.of.school places "y <C responents-
only < topics 6ere connecte 6ith energy0 Ho6ever- the positive fact is that-
from 9@ topics that create the most noticea"le changes in pupils- 9; topics 6ere
connecte 6ith nature an environmental protection0 $anking 99 topics that
pupils coul master in out.of.school places consiering their importance for
pupils- t6o topics connecte 6ith energy receive @
th
an B
th
rank0 Topic
FEnvironmental research an monitoringG receive the secon rank that is a
rather goo sign consiering that almost half of the surveye teachers teach
social su"Eects0 Topic a"out regional history (9
st
rank) is easily acDuire in
museums that 6ere the most often mentione out.of.school place (=C times)0 The
results- ho6ever- sho6 that the topic of energy currently is not among the most
popular for the surveye teachers0
%peaking a"out the challenges an concerns regaring the integration of
school an out.of.school places specifically for the acDuisition of energy relate
6#
topics- Latvia oes not have out.of.school learning places solely for energy topic0
)ther places ealing 6ith energy among other topics have many pro"lems an
they shoul unerstan "etter the situation at school0 %ome solutions 6ere
suggeste for the improvement of situation5 evelopment of cooperation-
allocating eAtra time for visits- creating teaching materials- organi+ing in.service
courses0
The participants 6ere not too 6illing to offer some ne6 activities for the
stuents as to reach the versatile unerstaning of energy topic an evelopment
of skills for reasona"le "ehaviour eAcept of those that 6ere alreay mentione0
Teacher training institutions sho6e larger interest in energy topic since they
have all the necessary eDuipment an materials0 Hyroelectric po6er stations are
also 6illing to cooperate an use its possi"ilities for stuents learning an
research0
The lists of places that teachers alreay have visite an places that they
6oul suggest to visit o not iffer too much0 The only eucational organi+ations
on this list 6ere Daugavpils University an $iga 'hilren (ature %tuies %chool0
Concl$#ion# an& reco,,en&ation#
/resently the legislation an politics of non.formal eucation in Latvia is in its
eveloping stage0 Different ministries are responsi"le for non.formal eucation-
6hich is still perceive as mainly the youth eucation or interest eucation0 That
is- on the one han- the traitional approach in Latvia is having its positive results
an- on the other han- it is ifferent from the approach other countries are using0
Ho6ever- as the research sho6s- non.formal eucation as visits to out.of.school
places an usage of its eucational potential are present in eucation of Latvia
an are implemente successfully on ifferent levels of eucation0 The teachers
atten museums- li"raries- art^sport^music schools an also some out.of.school
places on the environmental eucation an E%D topics0 Though- in Latvia- out.
of.school places 6ork more autonomously from the in.school eucation0 *esies-
traitionally in Latvia- the social- cultural- an political environment is more
favora"le to out.of.school places oriente to6ar arts- social sciences- an
humanities- not to6ar natural sciences an E%D0
Energy topic is inclue in eucational guielines of Latvia sie "y sie
6ith other important topics connecte 6ith environmental eucation an E%D0
%ince the eucational legislation in Latvia oes not place the E%D in the centre of
eucational iscourse- this is still the further aim of avocates- politicians-
!%
researchers an practitioners0 #ctually- in Latvia only a fe6 out.of.school
eucational places coul "e mentione that carry out eucational functions
regaring energy topic0 These places mostly o not have yet the ela"orate
teaching units a"out energy topic0 %pecifically- there are no out.of.school places
in Latvia 6ith a speciali+ation only on the energy topic0 The activities on energy
topic are not on a regular "asis an- as the research sho6s- such topic is not
among the most popular for teachers0
4n Latvia- responents stresse t6o goo practice eAamples0 The
government.o6ne energy utility company L#TVE(E$G) organi+es many
activities in ifferent forms to eucate pupils on the most urgent issues connecte
6ith po6er an its prouction0 This is an eAample of initiative from enterprise
that takes a responsi"ility to eucate the population on energy topic0 The key role
of this company for Latvian economy makes these activities recogni+a"le for a
maEority of teachers0 #nother eAample is Daugavpils University annual %cience
Festivals0 4t appears that in the countries 6ithout ela"orate an 6ell.evelope
structure of out.of.school places on science an technological topics- the
universities an other higher eucation esta"lishments coul serve as the places
6here the relevant eDuipment an eAperts 6ith aeDuate kno6lege an skills are
poole "efore the other out.of.school places gro6s in num"er an Duality0
The issue of teacher training for integration of formal an non.formal
learning arouse ou"ts a"out the Duality of such training an even more for
mastering energy topic in out.of.school places0 *esies- there is a nee to stress
the importance of energy topic among the teachers in Latvia0 Ho6ever- a goo
sign is the high importance of environmental eucation topics among the teachers
in Latvia an hopes that the current glo"al an local economic crisis 6ill serve as
a psychological an economic impetus for ealing 6ith E%D topics in general
an specifically 6ith energy topic0
#s it is seen from the research ata- the common challenges an nees
are associate mainly 6ith the financial means- pro"lems at the teachers? level
an 6ie range of the level of cooperation "et6een^insie the school an out.of.
school places0 The proEect team from Latvia recommens focusing more on
teacher training institutions to prepare teachers for the integration of formal an
non.formal learning- cooperation 6ith out.of.school places- an to create the
reainess to "e engage in ifferent eucational activities aime for sustaina"le
evelopment0 The change for a positive evelopment is seen 6ith the
introuction of upate curriculum in %cience (/hysics- 'hemistry- *iology- an
(ature %tuies) an ,athematics for seconary school that 6ill hopefully
!$
connect the content of learning 6ith the real life issues an accustom teachers
an stuents to more research an eAperience.oriente learning0
#t the en- it shoul "e stresse that simultaneously 6ith the
clarification of the situation in the fiel- the given stuy carries also the
ontological an catalytic authenticity0 *oth the results of this stuy an the
participation itself 6ere useful an relevant to the responents- recogni+e in
ifferent occasions isseminating the proEect reports- at in.service teacher
training courses- etc0 #lso- the eucative- empo6ering an transforming nature of
the o"taine results for the eucational community can "e isplaye as the
eucative an tactical authenticity of this research0 During the stuy- participants
6ere prepare to enter further in.service training- having stronger motivation an
interest to6ar the previously not too familiar topic of energy eucation0 The
representatives of out.of.school places an teacher training institutions 6ho
participate in eAtensive intervie6s regaring the proEect theme 6ere involve in
the similar process0 This participation enhance their self.a6areness an several
intervie6e eucators eApresse the 6ish to participate in the neAt stages of the
proEect an- presently- they alreay are taking an active part in this 6ork0
From the peagogical point of vie6 the approach use in the first phase
of the 4(%/4$E proEect- in some 6ay- constructe a case for eucational action
research 6hen participants- together 6ith the researchers- investigate the current
situation an search for the 6ays to change it for the "etter0 The teachers
"enefite from the proEect through self.reflection an analysis of their o6n
practice an the practice of eAternal institutions emane- in orer to fill out the
proEect surveys 6hile serving as an eApert responing to the intervie6 Duestions
on the proEect topic0 The responents of the research evaluate their o6n practice
an ha an opportunity to "etter see the positive an negative sies of their
current practice0 %uch self.reflection an analysis serve as a "ackgroun for the
further change of teachers? professional planning an performance- as 6ell as
cooperation 6ith internal an eAternal "oies0 4nirectly- as the eAperience an
the ata sho6- even the participation in research can foster the change of
kno6lege- attitues an "ehaviour of research participants- as it is prove to "e
in action research0
Hopefully- the proEect 4(%/4$E an the presente stuy provie a "asis
upon 6hich other proEects focusing on E%D as a 6hole- 6ith rene6a"le energy
an climate issues in particular- may "e unertaken in the future0
!& Anita Pipere, Lolita on!ne, Antoni"s Sal#tis, $r%na &okina, R'd#te
(ra)ovska and M!r#te &ravale*Pa'li+a
!eference#B
*ekerma- c0- *ur"ules- (0 '0- P %il"erman 1eller- D0 (Es0)0 (8CC<)0 Learnin/ in
placesU the inAor3al ed'cation readerB /eter Lang /u"lishing0
'arlson- %0- P ,aAa- %0 (9BB@)0 Science /'idelines Aor non*Aor3al ed'cationB
Cooperative eMtension service children, <o'th and Aa3il< net9ork
CR;;S*USDAB $etrieve )cto"er 8- 8CC7- from
http5^^6660cyfernet0org^science^=h<BC0html
'ross- !0 (8CC>)0 $nAor3al learnin/U Rediscoverin/ the nat'ral path9a<s that
inspire innovation and perAor3anceB /feiffer0
E' (8CC>)0 Action plan Aor ener/< eAAicienc<U realisin/ the potentialB *russels0
$etrieve )cto"er 9B- 8CC7- from
http5^^ec0europa0eu^energy^action_plan_energy_efficiency^oc^com_8CC>_C<=<_
en0pf
E' (8CC@a)0 An ener/< polic< Aor ;'ropeU co33ission steps 'p to the ener/<
challen/es oA the 2-st cent'r<B $eference5 ,E,)^C@^@0 $etrieve )cto"er 9-
8CC7- from
http5^^europa0eu^rapi^press$eleases#ction0oI
referenceh,E,)^C@^@PformathHT,LPagehCPlanguagehE(PguiLanguage
hen
E' (8CC@")0 Co33'nication Aro3 the co33ission to the ;'ropean Co'ncil and
the ;'ropean Parlia3ent * an ;ner/< Polic< Aor ;'ropeB ;'ropean ;ner/<
Kor'3B $etrieve )cto"er 8- 8CC7-
from http5^^6660europeanenergyforum0eu^archives
!' Anita Pipere, Lolita on!ne, Antoni"s Sal#tis, $r%na &okina, R'd#te
(ra)ovska and M!r#te &ravale*Pa'li+a
E' (8CC@c)0 $nte/rated ener/< and cli3ate chan/e packa/e to c't e3issions Aor
the 2-st cent'r< J$P\6.\21LB $etrieve )cto"er 98- 8CC7- from
http5^^europa0eu^press_room^presspacks^energy^ineA_en0htm
Faure- E0 (9B@8)0 Learning to "e0 U(E%')5 /aris0
Forham- /0 E0 (9BB;)0 $nAor3al, non*Aor3al and Aor3al ed'cation pro/ra33es
in RMCA (eor/e @illia3s Colle/eB 4'E;C9 Lifelong Learning Unit 80 Lonon5
&,'# George Hilliams 'ollege0
Gu"a- E0 G0- P Lincoln- &0 %0 (9B7B)0 Ko'rth /eneration eval'ationB (e6"ury
/ark- '#5 %#GE0
4(%/4$E (8CCB)0 Rationale oA the pro"ect $8SP$R;B $etrieve Fe"ruary 8<-
8CC7- from http5^^6660inspire.proEect0eu^rationale0html
U(E%') (8CC<)0 ('idelines and reco33endations Aor reorientin/ teacher
ed'cation to address s'staina)ilit<B ;d'cation Aor S'staina)le Develop3ent in
actionB Technical paper (o0 8- U(E%') Eucation sector0
U(E%') (8CC@)0 Eucation for sustaina"le evelopment0 Unite (ations
Decae (8CC<.8C9=)0 $etrieve )cto"er 8;- 8CC7- from
http5^^portal0unesco0org^eucation^en^ev0php.
U$L_4Dh8@8;=PU$L_D)hD)_T)/4'PU$L_%E'T4)(h8C90html
Ac@noCle&'e,ent#
This stuy 6as conucte 6ithin a proEect fune "y the European
'ommission?s Lifelong Learning /rogramme (8CC@) "y means of the
'),E(4U% ,ultilateral /roEects "uget line5 F4(%/4$E5 4nspire school
eucation "y non.formal learningG (reg0 no0 9;;7>8.LL/.9.DE.'),E(4U%.
',/)0
!( Lolita on!ne
Di&actical fractal a# a conce+t$al ,o&el for
#$#taina*le #cience teacher#F e&$cation
Lolita !ondne
Da'/avpils Universit<, Latvia
A*#tract
;ns'rin/ that the proAessional develop3ent oA teachers incl'des an a9areness oA
and a)ilit< to reali4e the 3ain /oals oA ed'cation Aor s'staina)le develop3ent
reV'ires ne9 didactical approachesB 7he ai3 oA this paper is to investi/ate the
vie9s oA eMperienced science teachers and eMperts in science ed'cation sphere
a)o't a ne9 concept'al 3odel N didactical AractalB 7his 3odel Aoc'ses on the
s<ste3ic interpretation oA the essence oA nat'ral sciences ed'cation in order to
discover peda/o/icall< eAAicient 3eans Aor or/ani4in/ the learnin/ process in a
9a< that takes into acco'nt oA the 3a"or cate/ories oA the ed'cational processU
conteMt, learner, content and teacherB
Key wordsU s'staina)le develop3entE teacher ed'cationE didactical AractalE
conteMt'al approachE co3petenceB
)ver the past ecae- sustaina"le evelopment an re.orienting eucation for
sustaina"le evelopment have "ecome glo"al concerns0 'hanges in the political
an socio.economic sphere an the changing relationship "et6een humans an
the environment have impacte the irection of eucational evelopment0 4n a
society characteri+e "y prouction an consumerism saturate 6ith information
an ne6 technologies- the aims an tasks of natural sciences eucation have
gro6n 6ier0 This has "rought a"out changes in the content an methoological
approaches to eucation for sustaina"le evelopment0 #long 6ith acDuiring
funamental kno6lege an intellectual an practical competencies-
contemporary science eucation faces the task of facilitating the young people?s
continuing acDuisition of meaningful kno6lege- skills an competencies0
Toay- it is vitally important to promote the evelopment of systemic thinking-
value unerstaning an the formation of attitues to6ars the human an
natural environment an the 6orl at large0
!) Lolita on!ne
These eucational trens reDuire that all eucators comprehen
contemporary eucational goals- conteAts an methoological approaches0
Teacher eucators involve in pre.service training must ensure that future
teachers are a6are of the main goals of eucation an are a"le to reali+e them0
Teachers must "ecome fleAi"le planners an iagnosticians 6ho unerstan the
learning process an have a large repertoire of teaching methos at their isposal0
Development of ifferent teacher?s competences is not possi"le 6ithout systemic
vision of eucational process in general0 #long 6ith the task to select appropriate
conceptual- methoological an topical information for planning teaching an
learning process- there is another very actual pro"lem : 6e nee to evelop
moern arrangement or classifications of alreay eAisting kno6lege0 For this
purpose an innovative moel : iactical fractal 6as 6orke out0
The iactical fractal 6as create on the "ases system theory
(*ertalanfy= 8:74G *roks- 8CCC)- the holistic an integrate approach of E%D
(,iller- 8CC>Q 'lark- 9BB@Q %alete- 8CCC) an this author?s previous research
(!ondne- 8CC7a)0 4t highlights the 6holeness an strong interaction "et6een
eucational aims- strategies an content0 The aim of the iactical fractal is a
systemic interpretation of the essence of natural sciences eucation in orer to
iscover a peagogically efficient means for organi+ing the learning process in a
6ay that inclues each of the maEor categories of the process of eucation5
conteAt- learner- content an teacher0
# fractal is a rough or fragmente geometric shape that can "e
su"ivie into parts- each of 6hich is (at least approAimately) a reuce.si+e
copy of the 6hole- a property calle self.similarity0 (atural o"Eects that
approAimate fractals inclue clous- mountain ranges- lightning "olts- coastlines-
sno6 flakes- etc0 The systemic interaction among all of a fractal?s structural
elements in nature is analogous to the compleAity of the teaching^ learning
process0 #s epicte in Figure 9- the iactical fractal has a %ierpinski triangle
shape0 Each of the triangles represents funamental iactical categories that can
"e analy+e from three aspects on t6o or more hierarchical levels0 Each triangle
(triangle of conteAt- triangle of content of eucation- etc0) can "e presente as a
compleA fractal 6hose form is similar to the general one0
!6 Lolita on!ne
Figure 90 Diactical fractal
#ccoring to !0 *runer?s constructivist learning theory- teaching must "e
"ase on eAperiences an conteAts that arouse learners? esire to learn an
evelop their a"ilities to o so (*runer- 9B>C)0 'lark (9BB@- <7) argues that
F6ithout a conteAt- meaningful unerstaning is limite an incompleteG0 The
triangle^ fractal of conteAts (Figure ;) at the conceptual level illustrate the
su"Eective- social an glo"al conteAt of eucation content0 Therefore- conteAtual
approaches to organi+ing the learning process an the evelopment of systemic
3ttitude
s
3ttieks
mes
Organi4er of
learning
environment
*otivation for
learning
CONTENT
OF
EDUCATIO
N
TEACH
ER
LEARNER
/eeds,

interes
ts
CONTE
XT
3bilities
Organi4er
of
learning
process

5ub6ective


7lobal
3ssessor
8ognitiv
e factors
5ocial
9nowledg
e
!! Lolita on!ne
thinking shoul "e the main focus of science eucation relate to eucation for
sustaina"le evelopment0 4n other 6ors- conteAt is merely a tool- not the goal0
4nvestigation of life situations an pro"lems that are topical for learners an the
society- "uiling from their o6n eAperience an active learning processes lea to
the formation of ne6 ieas- attitues an competencies0
Figure 80 The conteAt triangle^fractal of natural sciences eucation content
4n accorance 6ith the contemporary constructivist opinions- learners
construct their kno6lege "y interpreting ne6 eAperience in relation to eAisting
conteAts0 This means that this kin of approach facilitates the skill of transference
8ompetenc
e
5cientific literacy of
society
SUBJECTIVE
SOCIAL
CONTEXT
GLOBAL
5cience,
technology,
and :uality
of life
.conomical sustainability .cological
sustainability
5ocial ; cultural sustainability
*otivation Practical
usefulness:
science and
technology in
daily life
5cience,
technology, and
economic
development
!" Lolita on!ne
: the a"ility to apply acDuire kno6lege in ne6 situations0 )nly in relation to
the conteAt oes the content of a su"Eect^topic gain ne6 meaning0 This
perspective emphasi+es not only the acDuisition of kno6lege "ut also the
importance of iverse aspects of eucational action (teaching an up"ringing)
an the integration of eucational content 6ith meta.content0 For eAample-
uring learning a"out motion- it is necessary to iscuss security measures an
risk factors in the movement of carriersQ uring learning a"out materials teachers
can create learning situations 6hich 6ill make a6areness of rational usage an
necessity of sorting out an recycling 6aste0 4t creates the possi"ility to shape
learners? responsi"le actions on issues relate to science- technology- economics
an environment0
The methoological importance of the integration of the content an
meta.content of eucation is suggeste "y human peagogy- constructivism- the
synthesis of integration an conteAtual approach ('lark- 9BB@) an other research
ieas0 The implementation of the conteAtual approach emans the formation of
integrate learning process units proceeing form the ynamic of natural sciences
evelopment0
#ccoring to constructivist approach- learning has to "e organi+e as a
process that provies opportunities for learners to engage in the practice of life
"eyon classroom "y using tools of pro"lem solvers- scientists- citi+ens of
society or family0 Learners- oing compleA task- encompass intellectual
capa"ility evelopment such as critical thinking- logical reasoning- creative
pro"lem solving an ecision making as a significant skills for aily life0 4n the
6orl of gro6ing spee of the creation- sprea an accessi"ility of factual
kno6lege- the necessity to memori+e kno6lege is ecreasing0 For this reason-
it is essential for eucation to evelop the competences of unerstaning an
literacy instea of teaching factual kno6lege0 4ntegration of content an meta.
content gives issue for meaningful an 6isom centere learning an
evelopment attitues to oneself- society- environment an glo"al pro"lems0
Eucation content triangle reveals its component parts : kno6lege-
skills an attitues that are the grouns for competence evelopment0 Their
systemic vision is epicte in Figure ;0
!# Lolita on!ne
Figure ;0 Diactical components of the content of natural sciences eucation
#longsie 6ith changing of eucational nees teacher?s role is changing
too0 Teacher "ecomes an active organi+er of an efficient process of learning-
the one 6ho "uils an provies the assessment of the learning environment
(Figure =)0
/atural sciences as
a cultural
phenomenon
Practical action;
in:uiry; ability to learn
KNOWLEDGE
ABOUT
DEVELOPMENT OF
COMPETENCES
CONTENT OF
EDUCATION
ATTITUDES
Oneself .nvironment

<orld
5cience and
technology
in daily life
8ognitive
/atural systems
and processes
5ocial
+collaboratio
n;
communicati
ve,
5ocial
+collaboration;
communicative,
"% Lolita on!ne
Figure =0 The triangle^ fractal of teacher?s roles
The iactical fractal is a visual form of eApression that interprets the
systemic relationship "et6een ifferent categories of eucation on three
hierarchical levels0
90 In the conceptual aspect: the teacher "ecomes a6are of the strategic
aim an conteAt of natural sciences eucation (human : environment :
community interaction an sustaina"le evelopment) an plans an
organi+es the learning environment for a goal.oriente an efficient
process of learningQ
Promoter of
cognitive interest
/eeds of
education
ORGANIER
OF LEARNING
PROCESS
PROVIDER
OF
ASSESSMENT
TEACHER
ORGA!
NIER OF
LEARNING
ENVIRONMENT
=ynamic of
the learning
process
Physical 5ocial; cultural


Psychological;emotion
al
7uide,
instructor
>le1ible
planner
?earning
achievements
"$ Lolita on!ne
80 In the aspect of selecting the topical content: the conteAtual approach
provies insight into the mutual interrelateness of the human- natural-
an technological environmentQ the teacher focuses on unerstaning
natural processes taking place in aily lifeQ
;0 In the methodological aspect: the learning process is "ase on choosing
goal.oriente information for actuali+ing eAisting eAperience an
enhancing cognitive interest- cognitive processes- transference of skills-
an personal significance of the learning content0 The teacher^ author of
teaching materials selects an offers content for natural sciences
eucation that is efficient for pupils? learning- i0e0 formation of ieas-
skills an attitues0
The iactical fractal ought to "e interprete as a holistic an
synergic concept- a visual moel an a metaphor0 #s a concept- it
emphasi+es a ne6 approach to the vision an implementation of the learning
process : a conteAtual approach0 'onteAtual teaching an learning is "ase on
situate cognition research 6hich has foun that constructivist processes such as
critical thinking- inDuiry learning an pro"lem solving shoul "e situate in
relevant physical- intellectual an social conteAts (Glynn P Hinter- 8CC=)0 4t
focuses on "uiling unerstaning a"out interactions among society- technology
an environment an eveloping personal responsi"ility in collective ecision
making on issues relate to science an technology (!ondne- 8CC7a)0
#s a visual moel- the iactical fractal epicts the maEor iactical
categories of eucation in a single system an highlights their interrelations0
The system reflects the synergy of system components or mutuality- i0e0 the
result of system action eAcees the sum of its component parts0 'omparison
to an analogies 6ith previous kno6lege (in this case- 6ith natural
structures : fractals) an the form of a unite moel make it easier for
teachers to comprehen the ne6 information an evelop the skill of
transference0 $easoning this 6ay- the iactical fractal serves as a visual
metaphor0 'ognitive scientists (Lakoff P !ohnson- 9B7C) have ientifie
metaphors as a funamental tool of human thought 6hich 6e use so freDuently
an automatically that 6e selom notice the metaphors unless they are calle to
our attention0 ,etaphors are use to structure our eAperience an there"y make it
meaningful0 #ccoring to D0 Hestenes (9BB>)- metaphors help us make sense of
ne6 eAperience (target omain) "y mapping it onto the structure of familiar
eAperience (source omain)0 The aim of the present research is to investigate the
"& Lolita on!ne
vie6s of eAperience science teachers an eAperts in science eucation a"out the
peagogical value of this ne6 conceptual moel0
Metho&= +roce&$re an& &ata anal3#i#
4ntervie6s 6ere conucte to investigate eAperts? (science teacher eucators an
eAperience teachers) vie6s a"out the innovative iactical moel0 %tructure
intervie6s 6ith 7 Duestions focuse on the content an structure of iactical
fractal an its potential use for promoting an eveloping teachers?
comprehension of the 6holeness of the eucational process in the conteAt of
sustaina"le evelopment0
98 eAperts (; males an B females) from Latvia?s teacher training
institutions (nh<) an seconary schools (nh@) 6ere intervie6e uring
%eptem"er- 8CC70 The specialty of the eAperts 6ere natural sciences (nh99) an
mathematics (nh9)0 Five eAperts hel octoral egrees in peagogy or natural
sciences- others hel masters of peagogy- science- or mathematics0 #ll eAperts
ha at least 8C years of teaching eAperience0
The eAperts 6ere intervie6e "oth iniviually an in small groups
after a presentation eAplaining the aims- structure an content of DF0 They 6ere
informe a"out the research topic an aim of the intervie6 6hich laste
approAimately one hour0 /ermission to auio recor the intervie6 6as reDueste0
#ll intervie6s 6ere auio tape an transcri"e to create a 6ritten protocol0
*efore the intervie6s- emographic ata 6as collecte from the participants0
%ince the intervie6 Duestions 6ere Duite focuse- ata analysis 6as guie "y
research aim an topic0 The eAperts? an eAperience teachers? ans6ers on
intervie6 Duestions 6ere analy+e consiering three main aspects5 9) philosophy-
content an structure of the iactical fractalQ 8) iactical fractal as a conceptQ ;)
usage of iactical fractal for teachers? eucation0 Uualitative ata analysis
metho 6as applie0
!e#$lt#
Having processe the results of the eAperts? intervie6s several main statements
6ere provie clearly characteri+ing the vie6s of eAperts a"out the iactical
fractal (Ta"le 9)0
"' Lolita on!ne
Ta"le 90 EAperts? eApressions a"out the iactical fractal
#s.
pect
EAperts
initials
%tatements of eAperts? position
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# unite system of main aspects of eucational process0
)riginal iea of visuali+ation the main categories of eucation
process 6here everything is interrelate0
# unite moel as a 6hole system 6hich helps the teacher to
evaluate eucation process more 6iely an eeply0
4ntegration of familiar an unfamiliar concepts in 6hole
system0
(on.orinary moel 6hich incite non.traitional approach in
eucational process0
,oel in 6hich key concepts are systemati+e an put attention
is put to eucation conteAt for teaching process0
,oel encourages a teacher to think an 6ork systemically0
,oel 6hich puts attention to promoting more meaningful
learningQ ifferent aspects of eucation0
/o6erful- systemic an efficient moel0
(on.linear moel for introucing non.traitional eucational
strategy0
,oel 6ith eep philosophy for improving science eucation0
%ystemic- visually attractive vision0
"( Lolita on!ne
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4nnovative- accepta"le concept0
)riginal eAplanation0
#ccepta"le concept0
Unfamiliar concept5 more time is necessary to comprehen it?s
essence0
'oncept 6hich incites to evaluate contemporary eucation
nees an methoological approach0
(ovelty in iactics0
4 am not competent enough to evaluate DF as a concept
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#s an eAample for planning of teaching^ learning process an
improving content of eucation0
/otential for promoting teachers? creativity0
#pplica"le for teacher training0
,oel 6ill "e applie "oth in preparing young teachers an
in the lifelong eucation of practicing teachers0
,oel 6ill "e applie for introucing conteAtual approach0
") Lolita on!ne
#s the results sho6- the most all eAperts characteri+e iactical fractal
as a systemic moel an accentuate the necessity an role of systemic approach
in eucation0 For eAample- eApert $ita (a pseuonym) conclue5
O7his 3odel enco'ra/es a teacher to think and 9ork s<ste3icall< and
Aind o't 9a<s oA or/ani4in/ st'dentsG s<ste3ic learnin/ Aor pro3otin/ their
literac< and co3petenc<PB
*ecause F"ig ieasG often get lost in the mass of etails- eAperts
emphasi+e that any case must "e treate as a 6hole- a part of the
system 6here everything is interrelate0 The systemic approach presente
in DF makes easier the comprehension of professional information goals of
action5 EApert 4nta says5
O7here $ see a 'nited s<ste3 and a 9hole pict'reB All cate/ories
incl'ded in didactical Aractal are Aa3iliarB $ncl'ded into non*ordinar< and 'nited
s<ste3, these cate/ories and 3odel as a 9hole s<ste3 help the teacher to
eval'ate ed'cation process 3ore 9idel< and deepl<B $t creates o't ne9 ideas and
enco'ra/es Aindin/ o't ne9 approaches Aor its i3ple3entationPB
The iactical fractal 6as characteri+e as an innovative- non.
traitional- po6erful an efficient moel for a uniform interpretation an analysis
of the totality of eucation categories an eucation process0 EAperts conclue
that the iactical fractal coul help teachers evaluate the iactical aspects of
science eucation conteAt- content an strategies from an eucation for
sustaina"le evelopment perspective0 The iactical fractal provies suggestions
for innovative methoological solutions in concrete situations0 4t has a potential
for promoting teachers? creativity0 For some teachers- the concept of E%D an
the category of conteMt inclue in iactical fractal 6ere unfamiliar0 This
principle an conteAtual approach are innovative in eucation in general an
particularly in science eucation0 #fter these concepts 6ere eAplaine-
teachers agree 6ith the significance of the conteAtual approach in science
eucation0 EAperts agree 6ith the necessity of the conteAtual approach for
promoting stuents? motivation an the meaningfulness of science learning0
,ost of the eAperts o6ne that the title of moel attracte their
attention0 FHhy 6as it calle a fractalIG they aske0 #fter iscussion- they mae
sense of the metaphorical similarities "et6een natural fractals an eucation0
(atural fractals are create through a process of self.organisation accoring to
"6 Lolita on!ne
physical regularities0 Like6ise- in science eucation- teachers nee to turn to
organi+ing stuents? learning an self.evelopment accoring to peagogical an
psychological regularities0 DF as a moel encourages teachers an stuents to
comprehen the general content of eucation categories an the conteAt of
contemporary eucation0 4t also encourages fining effective methos-
eucational conteAts an content for each unit of eucation0 Teachers? eucators
conclue that DF 6as not complicate- "ut some teachers escri"e it as partly
complicate0 This may "e "ecause teacher eucators? level of competence an
a"ility to generali+e are higher than those of the teachers0 EAperts recommene
the moel "e applie "oth in preparing young teachers an in the life.long
eucation of practicing teachers0
Concl$#ion#
Eucation for sustaina"le evelopment reDuires ne6 6ays of conceiving the
goals- tasks an organi+ation of natural sciences learning processes- teacher
training an life.long learning0 4ntervie6s sho6 that the iactical fractal as a
conceptual moel an an eAample for hierarchical planning of the
teaching^learning process is recogni+e "oth "y eAperts from teacher training
institutions an eAperience teachers0 The iactical fractal provies a systemic
vision of contemporary eucation categories (eucation conteAt- learner- teacher
an eucation content) an creates methoological grouns for organi+ing the
natural sciences eucation process0 EAperts from teachers training institutions
give a positive estimate of the potential of the innovative moel for eAplaining
theoretical aspects of contemporary eucation0 #ccoring to eAperts? assessment-
iactical fractal is a po6erful theoretical moel for unerstaning the
philosophy of teaching an improving teachers? 6ork system in general0 #s a
systemic moel- iactical fractal helps teachers more eeply comprehen the
aim an structure of science eucation on a conceptual level an provies an
eAample for esigning the teaching an learning process in the conteAt of
sustaina"le evelopment0
EAperience teachers? responses inicate an insufficient unerstaning
of innovative principles such as eucation for sustaina"le evelopment an
conteAtual approaches to teaching0 )ften- science teachers on?t pay enough
attention to meta.content of science eucation0 Therefore- the iactical fractal
6oul "e a po6erful conceptual moel for improving teachers? professional
competence an re.orienting science eucation in the conteAt of sustaina"le
evelopment0 #s a moel- it hols the potential for helping teachers comprehen
"! Lolita on!ne
the multiimensional aspects of contemporary science eucation at school more
eeply0
!eference#
*roks #0 (8CCC)0 $4/l#t#)as siste3olo]i"a L%ystemology of eucationM0 $ega5
$a1a0
*runer- !0 %0 (9B>C)0 7he process oA ed'cationB (e6 &ork5 $anom House0
'lark E0 T0 !0 (9BB@)0 Desi/nin/ and i3ple3entin/ and inte/rated c'rric'l'3U A
st'dent*centered approach0 *ranon- VT5 Holistic Eucation /ress0
Glynn, %0 ,0- P Hinter- L0 10 (2004). Contextual teaching and learning of
science in elementary school. Journal of Elementary Science Education.
$etrieve Decem"er 8C- 8CC= from
http5^^goliath0ecneAt0com^coms8^"ro6se_$_!C7C
Hestenes- D0 (9BB>)0 ,oeling methoology for physics teachers0 /roceeings of
the 4nternational 'onference on Unergrauate /hysics Eucation0 $etrieve
!anuary 8B- 9BB> from http5^^moeling0asu0eu^$PE^,oeling,eth.EulB70pf
!ondne- L0 (8CC7)0 The iactical aspects of integrate science content moel for
seconary school eucation0 o'rnal oA 7eacher ;d'cation Aor S'staina)ilit<, 1,
=<:<@0
!ondne- L0 (8CC7)0 Diactical fractal as a theoretical moel for teaching science0
/roceeings of the >th 4nternational 'onference %ustaina"le Development0
'ulture0 Eucation0 !une =:@- #naolu University- Eskisehir- Turkey- pp0 8=7:
8<<0
Lakoff- G0- P !ohnson- ,0 (9B7C)0 Metaphors 9e live )<0 University of 'hicago
/ress0
"" Lolita on!ne
,iller- $0 (8CC>)0 ,aking connections to the 6orl5 some thoughts on holistic
curriculum0 $etrive !anuary 89- 8CC>
from http5^^pathsoflearning0org^articles_,aking_'onnections0php
%alete- 40 (8CCC)0 4ntegrate teaching in ecosystem an spiritual conteAt0 (atural
sciences an teacher Training- Collected articles oA the international conAerence,
Part 2 (pp0 78:BC)0 Daugavpils5 Daugavpils University
HIJKLMLNOP= Q ;8:74> 7eneral system theory: foundations,
development, applicationsB (e6 &ork0
"#
Ecolo'ical +er#+ecti%e on the +ro#+ecti%e teacher#F
e&$cation in the conteDt of #$#taina*le e&$cation
4rfna 1atane an %vetlana 1rugiiEa
Latvia Universit< oA A/ric'lt're, Latvia
A*#tract
7he s'staina)le develop3ent oA toda<Gs societ< can )e pro3oted )< providin/ the
ed'cational s'staina)ilit<B 7hereAore, teachersG ed'cation is the 9a< to provide
itB 7he 3ain ai3 oA the a'thorsG research is to s')stantiate the ecolo/ical
perspective and ecolo/ical approach in the teachersG ed'cation in the conteMt oA
s'staina)le develop3ent oA local co33'nit< and school as an inte/ral part oA
co33'nit<Gs ed'cational and c'lt'ral environ3entB 7he a'thors oA this article
oAAer the res'lts oA their theoretical researchU s')stantiation oA the concepts N
ecolo/ical perspective and ecolo/ical approach in prospective teachersG
ed'cation, )asin/ on the c'lt'ral accordance principle in peda/o/< and
ed'cationB 7he research 3ethods are the Aollo9in/U eMperience reAlectionE
st'd<in/, anal<sis and eval'atin/ oA scientiAic literat'reB
Key wordsU c'lt'ral environ3ent, ecolo/ical approach, ecolo/ical perspective,
prospective teachersG ed'cation, s'staina)le develop3entB
Intro&$ction
%ustaina"le evelopment an sustaina"ility are concepts- 6hich emerge in
moern science at the en of the 8C
th
century0 #t that time there 6as the
conclusion actuali+e that eucation shoul "ecome the preconition an
guarantee for the sustaina"le evelopment0 #lreay at the en of the 8C
th
century
there 6as the su"stantiation foun for the concept ecological perspective in
eucation0 The concepts eucation for sustaina"le evelopment an sustaina"le
evelopment of eucation emerge in peagogy- social- natural sciences an the
science of eucational management0
#%
(o6aays the pro"lem of the preserving an sustaina"le evelopment
of "alance an iverse cultural environment an eucational environment has
"ecome more an more topical0 4t is particularly topical in relation to the
sustaina"ility of the cultural environment of rural community- as 6ell as that of
the eucational environment of a rural school0 )ur opinion is that ecological
approach provies ne6 perspective : ecological perspective : for teachers?
eucation in orer to fin the solution of this pro"lem0 )n the "asis of ecological
approach there are ne6 conceptions- moels for the teachers? eucation- an the
positive eAperience of higher eucational esta"lishments gathere regaring the
professional preparation of ne6 teachers0
#t the same time there is a lack of teachers of ifferent school su"Eects
at many schools in Latvia0 %uch situation enangers eucational Duality an
sustaina"ility of schools0 Data provie "y 'entral %tatistical *ureau (LatviEas
%tatistika- 8CC7, sho6 that 6ithin last 9C stuy.years the total num"er of
teachers at schools of Latvia has ecrease for 8<@C teachers0 There is a situation
in Latvia that the mean inicators of teachers? age increase- the teachers of oler
generation o not 6ork at schools anymore- "ut the ne6 teachers after the
grauation of higher eucational esta"lishments o not hurry to start their
professional career at schools0 4t enangers the sustaina"ility of schools0 ,any
grauates of higher eucational esta"lishments are not sure- 6hether they 6oul
"e a"le successfully integrate into5 the eucational environment of a school or the
cultural environment of a local community- life.long eucation process an the
evelopment an implementation of such process through successful co.
operation 6ith colleagues- pupils- pupils? parents- the local community an "y
proving themselves as the ne6 specialists an also as the respecta"le
personalities0 Therefore- 6hen eucating prospective teachers- particular
attention shoul "e pai to their reainess to aapt to the cultural environment of
a city or rural school in any of Latvia?s cultural an historical regions (1ur+eme-
Latgale- Vi+eme or cemgale)- 6here the community is looking for6ar to
6elcome the ne6 teacher0
Ecological perspective in eucation provies higher eucational
esta"lishments 6ith an opportunity to eal 6ith the a"ove mentione pro"lem-
namely- accoring to the authors? (1atane- 8CC<Q 1atane- 8CC@aQ 1atane- 8CC@"Q
1atane- 1rugiiEa- 8CCBQ $oga- 8CC7Q %alite- 8CCC- 8CC8Q %alite- %alitis- 1lepere-
8CC8) point of vie6- in orer to ensure the sustaina"ility of all society- local
community an school environment of Latvia- ecological approach shoul
"ecome an imperative for the teachers? eucation0
#$
The aim of the research5 the multi.aspect su"stantiation of the ecological
perspective an ecological approach in the teachers? eucation0 Ecological
perspective an ecological approach in the prospective teachers? eucation ha
"een scientifically su"stantiate in this article0 $esearch methos5 eAperience
reflection- stuies- analysis an evaluation of scientific literature0
#& $r%na &atane and Svetlana &r'/0i"a
Ecolo'ical +er#+ecti%e in the +ro#+ecti%e teacher#F e&$cation
The su"stantiation of the ecological perspective in teachers? eucation is "ase
on the "asic principles of interaction "et6een a human "eing an environment-
6hich results from the regularities of this interaction0 (o6aays the significance
of the conteAt of cultural environment "ecomes more an more important for the
teachers? eucation0 )ne of the aims in relation to the prospective teachers?
eucation is the integration of the cultural environment of Latvia?s cultural an
historical regions- incluing the eucational content of the iverse environment
of regional city an rural schools- into the stuy programmes0 The principle of
cultural accorance in teachers? eucation has "ecome particularly topical
no6aays0
#ny cultural environment has its o6n values- 6hich shoul "e
preserve as the most characteristic forms of eAistence of a particular
community comprising attitue to6ars the 6orl- the forms of the 6orl
cognition an comprehension- "ase on the specificity of the 6orl outlook
characteristic to a particular community0 'ultural environment influences
kno6lege- skills an the types of their usage in particular situations of
everyay life0 #ttractive cultural environment an evelope cultural
infrastructure irectly influences the Duality of living conitions of the resients
of any territory- proviing 6ell.maintaine living environment- the opportunities
for the lifelong personality evelopment an perfection- as 6ell as economical
6elfare0 'ulture is a significant resource for the regional evelopment- promotion
of employment an competitiveness0 'ulture has the potential to preserve an
create ne6 6orkplaces also outsie the irect sphere of cultural activities j in
other service sectors0 'ultural infrastructure is important for the speciali+ation of
the activities of evelopmental centres an the mo"ility of la"our force in centres
an in the territories aroun them0 The participation of all the groups of resients
in the creation of cultural environment is one of the main factors- uniting the
evelopment of society ((evalstisko organi+dciEu centrs- 8CC;Q *urkhart- 8CC7)0
Variety makes our society richQ therefore- 6e shoul promote the
preservation an strengthening of the cultural originality an ientity of the
communities from the cultural an historical regions- cities an rural areas0 This
aim coul "e achieve "y respecting an preserving regional an local cultural
traitions- spoken folklore- an ialects0 The preservation- respecting of the
#' $r%na &atane and Svetlana &r'/0i"a
Latvian cultural heritage- as 6ell as the creating of ne6 cultural values 6ill
ensure the sustaina"le evelopment of the cultural environment of our country0
$esearch sho6s (1atane- 8CC<) that in many places- particularly in the
rural areas of Latvia- a school is not only an eucational centre- "ut also a local
cultural centre- 6here teachers have a particular role- "ecause they continue the
activities 6hich 6ere starte "y Latvian primary school teachers0
# teacher shoul "e reay for the follo6ing professional activities5 9)
provision of support for pupils an their family mem"ersQ 8) participation in the
evelopment an ensuring of family eucation supplyQ ;) participation in the
implementation of eucational process for the community- incluing aultsQ =)
kno6ing an respecting the opportunities- ho6 to spen the spare time in a
particular communityQ to kno6 an respect the resources of infrastructure an
social services- traitions an attitues- as 6ell as "ehavioural norms- 6hich
influence the Duality of a human life 6ithin a community0 Thus- it is possi"le to
state that alongsie 6ith the conceptions of environmental- incluing cultural
environment- sustaina"le evelopment- the necessity for the evelopment an
implementation of strategic programmes- no6aays ecological perspective
"ecomes more an more topical in the teachers? eucation ($oga- 8CC7)0
Taking into consieration the a"ove mentione- it is important to pay
attention to the conclusion ra6n "y !0 'lancy ('lancy- 9BB<- @8>) that F 000 the
interaction "et6een the school an the surrouning environment shoul "e
vie6e as the relations "et6een interconnecte systems0 4t is important- 6hen
performing a teacher?s peagogical activities- to see the peagogical potential of
environment0 4t can "e characteri+e as a 6holeness of ieas- traitions- values-
attitues- culture an nature- 6hich serves as a sociali+ation resourceG0 *ut- 6hen
vie6e from the aspect of social reality- the evelopment of no social institution-
incluing eucational institutions- cannot "e separate from the iniviual?s
system- 6hich evelops from generation to generation0 Eucational institutions
implement the set of rules an principles- 6hich etermine the social life in the
institutional system : personal or social0 *ut social reality- accoring to ,0
Gon+alo (Gon+alo- 9BBB)- is a process- 6hich is a compleA political an
philosophical perspective0 The circumstances an conitions of social reality
influence the evelopment of the social moels of society an community
activities0
Teacher?s 6ork has al6ays "een relate to the community life- "ecause
teacher?s profession envisages ongoing process of social interaction0 Ecological
#( $r%na &atane and Svetlana &r'/0i"a
perspective in teachers? eucation allo6s stuying an characteri+ing the
specificity of cultural environment of "oth ur"an an rural communities0 4n the
teachers? eucation it is necessary to promote the formation of unerstaning
regaring the concept of ecological perspective0 This concept offers uniDue vie6
on ifferent systems in the community- incluing eucation0 Different resources
of a community- social an economical evelopment certainly etermine an
influence eucational process- an vice versa : eucation influences ifferent
processes in the community
For eAample- there is a irect mutual influence "et6een the cultural
environment of rural community an rural eucational environment0 4n
ifferent rural areas there are ifferent eucational nees for the community0
These nees epen on ifferent factors5 economical situation an resients?
employment- emographic situation- structure an age peculiarities of rural
resients- alreay o"taine eucation- values orientation- attitues- self.
reali+ation 6ants an possi"ilities- etc0 *ut the eucational opportunities offere
6ithin the environment of a rural school consiera"ly actuali+e eucational
nees of rural resients (not only those of pupils0 $esearch (8CCC:8CC<) carrie
out at the 4nstitute of Eucation an Home Economics of the Latvia University
of #griculture sho6s that rural schools alreay at the "eginning of the 89
st
century evelope into self.assessing- self.organi+ing systems of eucational
environment- 6hich- alongsie 6ith the attempts to maintain the "alance 6ith
the eAternal- changing environment- took care of the sustaina"le evelopment of
eucation in rural areas0 Eucational environment of a rural school ensures the
eAchange process of the eAperience gathere "y society0 %uch process is
implemente "y facilitating the sociali+ation an culturali+ation of interaction
su"Eects0 %chools self.complicate "y increasing their target.auience-
6iening the range of their functions an the increasing the num"er of
eucational programmes- supplying not only the family eucation- "ut also
lifelong learning opportunities for rural resients- thus facilitating the
sustaina"le evelopment of local community (1atane- 8CC;- 8CC=- 8CC<)0
Ecological perspective in teachers? eucation provies opportunities for
the promotion of the formation an further evelopment of teachers? ecological
competence0
Ecological competence is integrate set of kno6lege- skills an
attitues on the social interaction "et6een a human "eing an environment- the
regularities of the structures of ecological systems0 Teacher?s ecological
competence is "ase holistic insight into the evelopmental ecology of a human
#) $r%na &atane and Svetlana &r'/0i"a
"ehaviour an the preconitions of social situation0 Teachers? ecological
competence can "e evelope "y eepening the prospective teachers? insight into
their role in the improvement of community?s life through their peagogical
6ork at school- as 6ell as "y offering to co.operate "et6een ifferent community
groups (colleagues.teachers- parents an other groups)- thus creating
participation mechanism for the evelopment of local community : evoting
time- skills- ieas an other resources ($oga- 8CC7)0
#n ecologically competent teacher kno6s the environmental specificity
an is a"le not only to integrate into the system of a particular environment- "ut
also facilitates the sustaina"le evelopment of "oth school an local community
"y sho6ing his competences through carrying out professional activities- "ecause
ecologically competent teacher kno6s the social situation- nees an harmoni+es
them 6ith the resources 6ithin a particular environment an 6ith the
evelopmental perspectives0 The activities of an ecologically competent teacher
ensure 6ier focus of professional activities than such activities are performe
traitionally0 #ccoring to the authors? point of vie6- ecological perspective in
eucation- incluing teachers? eucation- offers ne6 opportunities for the
facilitation of the sustaina"le an "alance evelopment of the iverse cultural
environment of Latvia0
Ecolo'ical a++roach to the &e%elo+,ent of the +ro#+ecti%e
teacher#F +e&a'o'ical +ractice ,o&el an& to the #$*#tantiation
of *a#ic +rinci+le#
The accession of the *altic %tates to the European Union mae topical the
pro"lem of teachers? eucation0 Teachers? eucation is closely connecte 6ith
the grauates? ecological competence- eucators? aaptation to the ne6 6orking
conitions0 Teacher?s successful integration into the school environment is one of
the preconitions for one?s permanent 6ork at school0 This pro"lem no6aays is
especially topical (1opelovika- lukovs- 8CC<Q 1atane- 8CC=Q Hastau.%chl]ter-
8CC>)0
%everal scientists (#"oievika- 9BB7Q mnopqrst- 9BBCQ upvswxyz- 9BB9)
emphasi+e the iea that teachers? professional activities epen on the aaptation
to the school environment0 4n its turn- aaptation epens on inner motives-
regular acceptance or non.acceptance of the personality?s internal an eAternal
eAistence conitions- as 6ell as on the personality?s activities in orer to change
#6 $r%na &atane and Svetlana &r'/0i"a
these conitions accoring to the esire irection0 4t is a compleA process-
6ithin 6hich the actual nees of a personality come to life0
EAperience sho6s that the image of a school- 6hich has alreay "een
esta"lishe in the stuents? psyche as a result of their previously gathere
eAperience uring school.years- has its role 6ithin the process of professional
evelopment0 The task of the university level supervisor of the peagogical
practice an the practice supervisors (mentors) at a school is- on the "asis of
mutual colla"oration- to eApan an- if necessary- to correct stuents? vie6-
eveloping the point of vie6 that a school is a compleA system of eucational
environment- irecting stuents? thinking- offering ne6 kno6lege an
facilitating the evelopment of skills- incluing social skills0 Hhen supervising
stuents? peagogical practice- it is important to ans6er the follo6ing Duestions5
Hhat kin of inner images (perceptions) is forme in the stuent?s psyche uring
the process of interiori+ationI Hhat oes an iniviual 6ant an 6hat can an
iniviual see an evaluate in the eucational environment of a schoolI Hhat
kin of an iniviual?s attitue is evelope in relation to this environmentI
Hhen "eginning the peagogical practice at school- it is important to respect the
peculiarities of stuents? perception- thinking an values orientation in relation to
a school as an environment- an at the same time implementing stuents?
ecological eucation0 %tuents shoul learn to think in conformity 6ith their ne6-
social role to "e acDuire uring the peagogical practice : a teacher- they shoul
clearly unerstan eucator?s tasks an functions- the range of 6hich has
significantly "roaene no6aays 6ithin the conteAt of sustaina"le evelopment0
Ecological approach in teachers? eucation facilitates the formation of frienly
attitue to6ars a school as an eucational environment- incluing pupils an
their parents- teachers- various other specialists an people employe at school0
4n its turn- this frienly attitue promotes mutual unerstaning- respect an co.
operation- incluing Eoint actions- the "asis of 6hich is the prospective teacher?s
psychological reainess an reainess for professional activities0 During the
peagogical practice stuents shoul evelop the reflection skills at the level of
meta.cognition- in orer they coul aeDuately vie6- evelop an evaluate
themselves as the integral parts of the eucational environment of a school- the
su"Eect of an interaction system0 # stuent shoul learn to think ecologically an
to act accoring to the orientation $ in a school, instea of $ and a schoolB 4n
relation to the a"ove mentione- our opinion is that particularly important for the
teachers? eucation is stuents? peagogical practice at schools0 The main aims
of the stuents as the prospective teachers? peagogical practice are5 9) the
evelopment of systemic ecological thinkingQ 8) successful integration into the
eucational environment of a comprehensive schoolQ ;) the formation an
#! $r%na &atane and Svetlana &r'/0i"a
evelopment of the competences necessary for the teacher?s professional
activities0 The process of formation an evelopment of competences takes place
in the eucational environment of a school as an interaction system (1atane-
8CC@")0
4n orer to facilitate the achievement of these aims- it is important to
respect the "asic principles of eucational environment in teachers? eucation
(1atane- 1rugiiEa- 8CCB)5 9) eucation on environmentQ 8) eucation in
environmentQ ;) eucation for environment0 These three principles in
environmental eucation ha "een su"stantiate "y !0 F0 Disinger (Disinger-
9BB;) an !0 /almer (/almer- 9BB7Q /almer- 8CC9)0
#" $r%na &atane and Svetlana &r'/0i"a
Figure 90 ,ulti.level moel of eucational environment 6ithin the conteAt of cultural environment
component (1atane- 8CC@a- 88=Q 1atane- 1rugiiEa- 8CCB)
)n the "asis of the a"ove mentione conclusions- 6e have evelope the
multi.level moel of eucational environment 6ithin the conteAt of cultural
environment component an 6e have 6orke out the "asic reDuirements set for
the stuents? peagogical practice (1atane- 8CC@aQ 1atane- 1rugiiEa- 8CCB)0
During the peagogical practice5
the stuents shoul acDuire kno6lege a"out the iverse cultural
environment of the schools of Latvia- an at the same time to "e a6are
that the eucational environment of Latvia is an integral part of glo"al
multicultural eucational environment (Figure 9)- "ut each school in
Latvia ("oth city an rural schools) is a micro.system of this mega.level
environmentQ
there shoul "e offere opportunities for professional evelopment in
the iverse school environment- acDuainting 6ith the peculiarities of the
cultural environment of city an rural schools 6ithin the conteAt of
cultural an historical regions of Latvia (1ur+eme- Latgale- Vi+eme
## $r%na &atane and Svetlana &r'/0i"a
an cemgale)0 This 6oul ena"le o"taining iverse peagogical
eAperience alreay uring the stuy perioQ
in relation to the stuents as prospective there shoul "e facilitate5 the
formation of an insight into the sustaina"le evelopment of eucational
environment an its preconitions- aims an o"EectivesQ the
evelopment of frienly attitue to6ars the school environment- the
"alance of egocentrism an eco.centrism in the prospective teachers?
thinking an peagogical activitiesQ reainess to integrate into the school
environment- 6here the ne6 specialist is eApecte- irrespective of the
fact- 6hether the school is situate in 1ur+eme- Latgale- Vi+eme or
cemgale- in a city or rural area- thus ensuring the Dualitative
performance an sustaina"le evelopment of the school0
The moel is also "ase on the conclusions ra6n "y U%# scientist U0
*ronfen"renner (*ronfen"renner- 9B7=Q $oga- 8CC7) that 6e coul relate to the
teachers? professional evelopment in the iverse environment of Latvia?s
schools0
Human evelopment is not vie6e as constant- FlifelessG- irectly
influence "y environment- "ut rather than eveloping- ynamic
eAistenceQ
4nteraction "et6een a person an environment is seen as an interaction
processQ
Environment is not efine as a separate system- "ut it is enlarge-
incluing into it the mutual relations 6ith the larger systems of
surrouning environment0
$eainess of prospective an ne6 teachers to integrate an to "egin
their professional activities in the iverse environment of schools consiera"ly
epens on the competences5 multicultural communicative competence (Dir"a-
8CC>)Q socio.cultural competence (Tiiia- 8CC<Q {|}y~r- 8CCC)Q intercultural
competence (*ranen P Gorp- 8CCCQ *yram- 8CC<Q 1oehn P $osenau- 8CC8)Q
ecological competence ($oga- 8CC7)0 )ur point of vie6 is that ecological
competence is one of the most important components for the teachers? reainess
for the professional activities 6ithin the cultural environment of a particular
school0
$%
%
$r%na &atane and Svetlana &r'/0i"a
Figure 80 # school as the su"Eect groups of the humanistic interaction of eucational environment
(1atane- 8CC<- >@)
The school environment- 6hich in our moel is a micro.level environmental
system (Figure 9)- first of all- is a humanistic target.oriente interaction
system (Figure 8) 6here there are several groups of su"Eects involve5 9)
pupilsQ 8) pupils? parents an other family mem"ersQ ;) school teachers an
other specialistsQ =) local community0 4n its turn- the o"Eect of interaction is
the content of formal an non.formal eucation 6ithin the conteAt of lifelong
learning (1atane- 8CC<)0
4n orer such multi.aspect interaction 6oul "e possi"le in reality-
higher eucational esta"lishment shoul fin the corresponing co.operation
partners for this purpose : the "ase schools for peagogical practice0
4t is important that the "ase school for practice 6oul "ecome open-
inclusive environment0 The environment shoul support the prospective teachers
as personalities- their efforts- peagogical activities an evelop the prospective
teachers? professional skills0 Hhen starting their peagogical activities at a
school- the stuents as the prospective teachers nee peagogical.psychological-
methoological support- as 6ell as evelopment facilitating attitue an
T"e S#$%e&'
Gro#(s o) '"e
H#*+,-s'-&
T+r.e'!
Or-e,'ed
I,'er+&'-o, +'
S&"oo/
P#(-/s0
P+re,'s
+,d o'"er
F+*-/y
Me*$ers
C"-/dre,
o) Pre!
S&"oo/
A.e +,d
P#(-/s
S&"oo/
Te+&"ers
and other
.mployees
Lo&+/
Co**#,-
'y +all
concerned
persons,
$%
$
$r%na &atane and Svetlana &r'/0i"a
colla"oration0 The eucational environment of the school shoul also "ecome
evelopmental environment- "eing consistent regaring setting the reDuirements-
6hich at the "eginning coul "e met "y a ne6 teacher- 6hen colla"orating 6ith
practice supervisors (mentors)- an later : inepenently0 %chool environment
shoul offer to the stuent as a prospective teacher5 9) permanent 6ork
opportunitiesQ 8) an opportunity to take responsi"ility for their ecisions an
actionsQ ;) an opportunity to solve inepenently the pro"lem.situations an
pro"lem.tasks- uring the solution of 6hich there is evelope the prospective
teachers? a"ility of ecision.making- accounta"ility critical thinking an
professional skillsQ =) an opportunity to analy+e- evaluate an aopt "est
peagogical eAperienceQ <) an opportunity to o"tain competent- consierate an
correct analysis of an iniviual?s peagogical activities- as 6ell as avice-
suggestions for the further activities- taking into account stuent?s opinion-
6ithout creating any o"stacles for a prospective teacher?s initiative an creativity
in his^her peagogical 6orkQ >) an opportunity to analy+e an evaluate "oth
prospective teachers? an school teachers? eAperience0 This 6oul facilitate the
professional evelopment of prospective teachers- incluing formation an
evelopment of ifferent competences0 #t the same time the integration of the
prospective teacher into the school environment epens also on his^her
reainess to5 9) "ecome the competent su"Eect of a school as an interaction
systemQ 8) respect the peculiarities of the cultural environment of a school an
local community- 6hile performing teacher?s professional activities (1atane-
1rugiiEa- 8CCB)0
The prospective teachers? professional activities an integration into the
school environment significantly epens on their professional aaptation an
integration into the school environment (1rugiiEa- 8CC7)0 4t is influence "y their
vie6s on school0 %uch vie6s 6ere forme not only as a result of kno6lege
o"taine at the higher eucational esta"lishment- "ut also on the "asis of
peagogical eAperience- gathere uring their lives- incluing stuy perios-
teachers? motivation to 6ork at school- the peculiarities of the social environment
an cultural environment of school an local community- real living conitions
an life perspectives- esire to have favoura"le living conitions0
4f the prospective teacher has evelope ecological competence an
he^she is motivate to 6ork as a teacher- it is easier for the teacher to aapt to an
to integrate into the cultural environment of a school an local community0
Ecological competence 6ill help the prospective teacher to form the vie6 that the
school is an integral part of a particular community?s cultural environment0 Thus-
there 6ill "e evelope thinking an the corresponing performance 6hich
$%
&
$r%na &atane and Svetlana &r'/0i"a
6oul "e oriente to6ars $ in the co33'nit<, instea of the attitue $ and the
co33'nit<B
Concl$#ion#
%ustaina"le evelopment of society epens on the eucational sustaina"ility-
incluing also the sustaina"ility of teachers? eucation0 )ne of the aims of
teachers? eucation no6aays is to facilitate the "alance an sustaina"le
evelopment of Latvia?s iverse cultural environment- incluing schools as an
integral part of this cultural environment0 4n orer to achieve this aim- the
ecological approach shoul "e respecte in the teachers? eucation0 This
approach provies a ne6 perspective : ecological perspective : for the
evelopment of eucational content0 Hithin the conteAt of eucational
perspective community an cultural environment are significant terms0
Ecological approach in eucation 6ill facilitate the evelopment of
teachers? ecological competence- 6hich in its turn 6oul "ecome the prospective
an^or the ne6 teacher?s reainess to start the professional activities an to
integrate into the eucational environment of a school- sho6ing respect to the
specificity of the cultural environment of local community0
Hithin the frame6ork of the stuents as the prospective teachers?
peagogical practice there shoul "e respecte three "asic principles of
environmental eucation5 9) eucation a"out the school environment in LatviaQ 8)
stuents? eucation 6ithin the iverse environment of Latvia?s schoolsQ ;)
eucation 6hich promotes the formation of prospective teachers? frienly attitue
to6ars the school environment an cultural environment of communities- as
6ell as the prospective teachers? environment.frienly- professional activities0
4t is important to facilitate the evelopment of teachers? systemic
thinking an the formation of holistic vie6- 6here a school is a micro.level
cultural environment- 6hich is a su"structure of the cultural environment of
ur"an or rural community- taking into account the conteAts of the multi.cultural
eucational environment of a particular cultural an historical region of Latvia5
1ur+eme- Latgale- Vi+eme or cemgale- Latvia as a country or that of the glo"al
scale0 Therefore- it is important to respect the principle of cultural accorance in
teachers? eucation0
$%
'
$r%na &atane and Svetlana &r'/0i"a
%tuents shoul learn to think in conformity 6ith their ne6- social role
to "e acDuire uring the peagogical practice : an eucator : they shoul
clearly unerstan eucator?s tasks an functions- the range of 6hich has
significantly "roaene no6aays 6ithin the conteAt of sustaina"le evelopment0
# stuent shoul learn to think ecologically an to act accoring to the
orientation5 9) $ in a school, instea of $ and a schoolE 8) $ in the co33'nit<
instea of $ and the co33'nit<B
4t is important that the "ase school for practice 6oul "ecome open-
inclusive environment- 6hich 6oul support the prospective teachers as
personalities- their efforts- peagogical activities an evelop the prospective
teachers? professional skills0 4t 6oul "e the environment in 6hich a particular
role 6oul "e attri"ute to the peagogical interaction0 4nformal or eAperience
eucation is especially important for the professional perfection of each teacher0
4t is a lifelong eucational process0
!eference#
#"oievika E0 (9BB7)0 Pras#)as peda/o]iska"ie3 dar)iniekie3 soci!l!s
adapt!ci"as A'nkci"as reali4!ci"ai L$eDuirements for the /eagogical Employees
for the Fulfillment of the Function of %ocial #aptationM0 Daugavpils5 %aule0
*ranen- 10 P van Gorp- 10 (8CCC)0 Ho6 to valuate 'L4, in terms of
intercultural eucationB $nterc'lt'ral ;d'cation, -- JS'pple3entL, 42N5-B
*ronfenn"renner- U0 (9B7=)0 7he ecolo/< oA h'3an develop3entU eMperi3ents )<
nat're and desi/nB Harvar5 Harvar University /ress0
*urkhart- !0 (8CC7)0 7oolkit Aor r'ral co33'nit< coordinated transportation
servicesB ;Mec'tive s'33ar< oA 7CRP report -6- O7ransit Cooperative Research
Pro/ra3PB $etrieve Decem"er 8<- 8CC7 from
http5^^onlinepu"s0tr"0org^)nlinepu"s^tcrp^tcrp_rpt_9C9_eAecsum0pf
*yram- ,0 (8CC<)0 From intercultural communicative competence to intercultural
citi+enshipB 4n /roceeings of the 4nternational 'onference5 $nterc'lt'ral
Co33'nicative Co3petence in ;'rope [ 2e<ondB 1oper- %lovenia0
$%
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$r%na &atane and Svetlana &r'/0i"a
'lancy- !0 (9BB<)0 Ecological school social 6ork0 4n 7he realit< and the vision,
41, ,, @@BN@BC0 Hashington D'5 (ational #ssociation of %ocial Horkers0
Dir"a ,0 (8CC>)0 Mi"k'lt^r' i4/l#t#)as da'd4veid#)a LDiversity of crosscultural
eucationM0 $ega5 $a1a0
Disinger- !0 F0 (9BB;)0 Environment in the 1.98 curriculum5 an overvie6 in
environmental eucation0 4n $0 !0 Hilke (E0)- 7eacher reso'rce hand)ook (pp0
8;:=;)0 #rlington- Virginia0
Gon+alo- ,0 (9BBB)0 The inissocia"ility of community intervention an the
ecological perspective0 Ps<cholo/< in Spain, ;- 9- >;:>70
1atane- 40 (8CC;)0 La'k' skol' il/tsp%"#)a 3^sdien' i4/l#t#)! L%ustaina"ility of
rural schools in moern eucationM0 %tarptautiskds +indtniskds konferences rakstu
krdEumd5 La'k' videB $4/l#t#)aB Person#)aB !elgava5 LLU- LatviEa- 9770:9B80 lpp0
1atane- 40 (8CC=)0 La'k' skola k! i4/l#t#)as vide L$ural school as the eucational
environmentMB %tarptautiskds +indtniskds konferences rakstu krdEumdU 7eori"a 'n
prakse skolot!"' i4/l#t#)! $$, $$ s%"B $ega5 $/4V# LatviEa- ;C<0:;9<0 lpp0
1atane- 40 (8CC<)0 La'k' skolas k! i4/l#t#)as vides i4v%rt%?anas 3odelis LThe
evaluation moel of the rural school as the eucational environmentM0 /romociEas
ar"s peagoiEas +indtnes skolas peagoiEas apakno+arf0 !elgava- Daugavpils5
LLU TF 4,4Q DU- 9B< lpp0
1atane- 40 (8CC@a)0 8o ekolo]isk!s paradi/3as l#d4 vides 3odeli3 i4/l#t#)as
p%tniec#)!B %friEa 4+glete"as ekoloiEaG LFrom ecological paraigm to the
environmental moel in research on eucationM0 !elgava5 LLU TF 4,4- 8;B lpp0
1atane- 40 (8CC@")0 %ystemic ecological approach in teacher eucation5 ecological
iactic moel of stuents? peagogical practice0 o'rnal oA 7eacher ;d'cation
Aor S'staina)le Develop3ent, 8- @- =C:<=0
1atane- 40- 1rugiiEa- %0 (8CCB)0 /eagoiEas stuentu gatave"a profesiondlai
ar"e"ai ekoloiskaEd skateEumd L/eagogical stuents? reainess to professional
activities in ecological aspectM0 %tarptautiskds +indtniskds konferences rakstu
$%
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$r%na &atane and Svetlana &r'/0i"a
krdEumd5 Sa)iedr#)a, inte/r!ci"a, i4/l#t#)aB $f+ekne5 $f+eknes #ugstskola-
LatviEa- 7C0:7B0 lpp0
1oehn- /0 H0 P $osenau- !0 (0 (8CC8)0 7ransnational co3petence in an e3er/ent
epoch0 $nternational St'dies Perspectives, ;, 9C<N98@B
1opelovika- #0- lukovs- L0 J8CC<)0 !auno skolotdEu aaptdciEas skold L(e6
teachers? aaptation at schoolM0 Skolot!"s, = L<8M- B0:980 lpp0
1rugiiEa- %0 (8CC7)0 7opo?o peda/o/' /atav#)a proAesion!lai dar)#)ai LThe
prospective teachers? reainess for the professional activitiesMB Ma]istra dar)sB
Lcin0 va0 401ataneM0 !elgava5 LLU- 99> lpp0
Latvi"as StatistikaU $4/l#t#)as 'n 4in!tnes statistikaB Yisp!ri4/l#to"o?!s skolasB
2668 L%tatistics of Latvia5 statistics on eucation an science0 'omprehensive
schools0 8CC7M0 'entrdlds %tatistikas /drvales atu "d+e0 $etrieve #ugust ;-
8CC7 from5 http5^^ata0cs"0gov0lv^Dialog^%avesho60asp
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7rainin/, /art 8- Daugavpils- pp0 78.BC0
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$r%na &atane and Svetlana &r'/0i"a
%alete- 40 (8CC8)0 TeachersK vie6s on the aim of eucation for sustaina"le
evelopment0 o'rnal oA 7eacher ;d'cation and 7rainin/, 9- >7:7C0
%alite- 40- %alitis- #0 P 1lepere- $0 (8CC8)0 Developing curriculum for teacher
eucation to6ar sustaina"ility0 4n Proceedin/s ;MSU 2662B 7he role oA hi/her
ed'cation in s'staina)le develop3ent B Grahamsto6n- $hoes University- %outh
#frica- pp0 =C<:=8C0
Tiiia- 40 (8CC<)0 Soci!lk'lt^ras 3!c#?an!s or/ani4!ci"as sist%3a H7he s<ste3 oA
the social c'lt're acV'isition or/ani4ationIB $ega5 $a1a0
Hastau.%chl]ter- /0 (E0)0 (8CC>)0 _'alit< Ass'rance in 7eacher ;d'cation in
;'rope0 *russels5 Euryice0
mnopqrst- 0 m0 (9BBC)0 `abcdcefghgijcklfm dheghnholf pjincqm o
kikncrc osktcgh dcefghgijcklhgh haufvhofwim LGeneral peagogical
eucation of a teacher 6ithin the system of higher peagogical eucationM0
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yzt5 u.w- yr0
upvswxyz- 00 (9BB9)0 |efdnf}im lfl ~pwl}im ufvoinim qijwhkni
L#aptation as a function of a personality evelopmentM0 tt~yz- yr
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$r%na &atane and Svetlana &r'/0i"a
E&$cation for S$#taina*le De%elo+,ent in
"i'her E&$cation
S$#taina*ilit3 in &e%elo+in' teacher#F +rofe##ional
co,+etenc3
!eiena *aEanova.Lom+ina an %anra cariga
Da'/avpils Universit<, Latvia
A*#tract
7opicalit< oA the present research is deter3ined )< c'rrent /lo)al ed'cational
tendencies 9hich )rin/ Aor9ard the need to create a )alanced s<ste3 oA /eneral
ed'cation 9here ele3entar< school teacherGs personalit< occ'pies a si/niAicant
placeB 7here is an 'r/ent need to pa< attention to political, social and econo3ic
aspects in the conteMt oA s'staina)le develop3entB A n'3)er oA notions 'sed in
this conteMt, Aor eMa3ple, har3on<, )alance, lon/*ter3 develop3ent, are 'sed as
s<non<3s to descri)e the pro)le3 oA s'staina)le ed'cationB Motivation oA
children is not li3ited )< the content oA st'd< co'rses and the standardsB
S'staina)le ed'cation contri)'tes to the develop3ent oA c'lt'ral identit<
concordant to spirit'al h'3an val'es thro'/h the environ3ent and /enerational
contin'it<B Qence, the a'thor oA the present article 3akes an atte3pt to anal<se
the orientation to9ard s'staina)le develop3ent in proAessional co3petenc<
developed 9ithin the hi/her ed'cation instit'tions preparin/ ele3entar< school
teachersB 7his article atte3pts to anal<se the inte/rative character oA teacherGs
proAessional co3petenc< and s'staina)le develop3entB $n this article, the totalit<
oA kno9led/e a)o't proAessional co3petence and s'staina)le develop3ent and
the possi)ilit< to consolidate this kno9led/e and )'ild a s<ste3 oA deAinite val'es
has )een investi/atedB 7hereAore, this research anal<ses the aspects oA
s'staina)ilit< and the aspects oA teachersG proAessional develop3entB
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$r%na &atane and Svetlana &r'/0i"a
Key wordsU proAessional co3petenc<E s'staina)le develop3entE teacher
ed'cationB
Intro&$ction
The choice of the topic of the present article is relate to iscussions from the
9BBCs of last century- 6hen the notion of professional competency in Latvian
peagogical practice 6as "rought to the foregroun0 This iscussion involves
t6o parties : those 6ho support introuction of sustaina"ility.oriente teacher?s
professional competency in the school environment an those 6ho are ou"tful
of the possi"ilities of its aaptation in Latvia0 &et- espite these polarise
opinions- all in all- sustaina"le evelopment can "e regare as a topical
phenomenon in Latvian eucation- 6hich nees to "e systematically analyse
an evaluate0
#lreay !0 %tuents (9BB7) in his o6n time has o"serve that elementary
school is often concerne only 6ith evelopment of kno6lege 6ithout
etermining its meaning or eeper sense0 (evertheless- the issue of a via"le-
sustaina"le system of eucation still remains open0
The choice 6hich is eAecute "y parents- teachers- authoritative friens
an the stuent oneself- etermining one?s 6orlvie6- kno6lege- eAperience
an ieals- leas to a rapi gro6th in teacher?s iniviual an professional
Dualities0
4n the current la"our market in Latvia- there is a high eman for a
teacher 6hose activity is not restricte to teaching their su"Eect0 Development of
teacher?s professional efficiency also inclues involvement in the system of
cultural values an social vie6s0 &et- it must "e ackno6lege that a moern
teacher is mostly traine for elivering lessons0 /re.service teachers often only
6ith some ifficulty can analyse their professional efficiency an professional
competency0
The main task of schools as implementers of social ieology has al6ays
"een realisation of national eucational policy an preparation of useful
personalities in accorance 6ith social vie6s on the esira"le kin of person-
$%
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$r%na &atane and Svetlana &r'/0i"a
their thoughts- vie6s- "eliefs an skills0 Eucation an up"ringing of such
persons 6as promote "y normative peagogy- supporte "y normative
ocuments- methoological instructions an teAt"ooks0 Employees of the system
of eucation regularly receive FrecipesG that escri"e 6hat kin of learner 6as
consiere a goo stuent- 6hat kin of learner : a "a one an ho6 to act in
every situation0 4t 6as customary for the school to give a stuent the kno6lege
an skills 6hich 6ere consiere ominant in the society0 %tuents- in their turn-
only ha to o"eiently follo6 the reDuirements of an eucational institution- learn
to 6rite- calculate- rea an reprouce the cultural heritage0 Hith that- stuents?
achievement 6as consiere the main inicator of the effectiveness of school?s
an teacher?s 6ork0 Ho6ever- a Duestion might arise : 6hy honours stuents
freDuently fail to fulfil their potential an stop in their evelopment0
#s sho6n in practice- schoolchilren learn 6illingly a"out things that
give them the Eoy of gro6thQ they intuitively feel ho6 their opportunities are
"roaene if they have a tool that allo6s an empo6ers them to control
themselves0 4n contrast- aults : parents an teachers : are often unprepare not
only for the perception of future- "ut also fail to consier the changing
reDuirements of the present0 Teachers can ultimately comprehen the numeric
evaluation- yet they often o not empathise 6ith the chil- cooperate 6ith them-
notice an cele"rate their smallest successQ they have to learn to "elieve ane60
Thus- assessment of the kno6lege an skills that stuents o"tain is not as topical
as evaluation in real life situations5 evaluation 6hich is irecte at stuents?
future- their a"ilities for future life an eucation0
Thus- in the 9BBCs the ieal aim of European eucational policy 6as
formulate5 a person 6ho learns inepenently an responsi"ly- making use of
moern resources : languages- meia- social net6orks0 #s 40 ,aslo (8CC>) puts
it- such kin of people in the changing future situations 6ill evelop a"le."oie-
inepenent eucational institutions an systems of eucation organisation that
6ill "e a"le to assume responsi"ility over "roaening the learning opportunities
of future generations0 These reflections motivate the author of the present article
an other ocents to unite as a group of researchers in orer to search for various
6ays of helping teachers improve their learning0
Hitherto the aspects that form the notion of professional efficiency have
"een little stuie0 The present research focuses on aspects of teacher?s
professional evelopment that promote gro6th of teacher?s professional
competency- "y eveloping their learning opportunities0 Topicality of the present
research lies in the evelopment of teacher?s professional competency in the
$$
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$r%na &atane and Svetlana &r'/0i"a
conteAt of sustaina"ility0 This research o"Eective is to analyse the evelopment of
teacher?s professional competency from the perspective of sustaina"ility0
Un&er#tan&in' of +rofe##ional efficienc3 an& +rofe##ional
co,+etenc3 in theor3 an& +ractice
4n eucational practice- the traitional metho of learning is unerstoo as
successive inheriting of generational kno6lege- skills an attitues is still
ominant0 'urrent economic evelopment esta"lishes aitional emans for a
Dualifie specialist5 "esies the a"ility to 6ork 6ell an Dualitatively perform the
entruste uties- the young specialist is reDuire to possess such a"ilities as
inepenence- eAperience of active an creative activity- self.initiative- critical
thinking an communicative skills- self.organisation an a"ility to assume
responsi"ility0 %o eAcellent eAam results are no longer enough0 4n Latvian
schools there is a eman for activity characterise "y creativity- 6hich
necessitates a ne6 unerstaning of teacher?s professional efficiency an
professional competency0
#s 40 logla (8CCC) puts it- teacher?s professional efficiency is a compleA
entity that is evelope through the unity of theoretical kno6lege an practical
activity0 Therefore- the most significant categories in teacher eucation are theory
an practice an their mutual interaction in the various stages of the peagogical
process0 This proportion is the o"Eect of constant iscussion in 6hat regars "oth
the stuy content an organisation of peagogical higher eucation institutions
an in.service teacher training0 Teachers 6ho 6ant themselves an their stuents
to "e successful constantly use theoretical generalisations as guielines- check
them in their o6n or their colleague?s practical activity an make ecisions
accoring to their professional "eliefs an competences0
'hanges in the peagogical paraigm an school system epen on
teachers? attitues to6ars changes at schools an their unerstaning of a goo
or unprouctive peagogical process0 This procees from teachers? kno6lege
that features one or several ominants0 1no6lege (facts- notions- rules-
regularities- theories) is a compleA structure supporte "y unity of several
components that eventually "ecome teacher?s professional peagogical
kno6lege0
1no6lege in the su"Eect matter an the corresponing scientific
isciplines affect the teaching activity of teachers0 4n the course of their
$$
$
$r%na &atane and Svetlana &r'/0i"a
activity- teachers accentuate eucational content epening on 6hat they
kno6 "est0 Like6ise- teachers? kno6lege purposefully or
su"consciously influences their choice of methos as 6ell as the
organisation of the entire peagogical process0 They influence teachers?
a"ility to offer stuents choice- variants of the pattern of 6ork-
improvisation uring the lesson- a"ility to Duickly reorient the 6ork or
propose untraitional solutions0
1no6lege in peagogy is prereDuisite for the teacher to competently
choose an structure eucational content an methos- guie stuents?
manifol activity- especially cognition 6hich etermines stuents?
evelopment0
1no6lege of oneself as a component in professional kno6lege
evelops 6hen the teachers comprehen psychological an peagogical
regularities in their practical application- results of reflection an
analysis of one?s 6ork in their theoretical an comparative interpretation
that permits the teachers to contemplate on their Dualities an their
positive or negative impact on the irection of the peagogical process
the teachers organise (cit0 in cogla- 8CC)0
Various researches freDuently emphasise that teacher?s prouctive
activity reDuires "oth acaemic an professional eucation0 4t is the Duestion of
proportion of theoretical an methoological courses in stuy programmes an
Dualification evelopment programmes0 4n the evelopment of teacher?s
professional skills an competitiveness- theoretical kno6lege together 6ith the
gro6ing eAperience illustrate teacher?s professional competency0 Teacher?s
professional efficiency an competency are often iscusse as Duality
manifestations- using this term as a generalisation0
4f 6e analyse the theoretical su"stantiation of Eucational $eform
(9BB7) an Grauation 'ertificate as reflection of eucational practice an
summarise the results of this analysis- it "ecomes apparent that in orer to close
the gap "et6een theory of learning an its practical implementation to form a
unifie system that 6oul evelop the Duality of learning in the conteAt of
lifelong eucation- 6e nee to vie6 competence as a socio.peagogical an
analytical category that contri"utes to the evelopment of learning0
$$
&
$r%na &atane and Svetlana &r'/0i"a
'ompetence as an eucational ieal ought to "e relate to its su"Eect0 4t
is connecte 6ith activity for reaching personally significant aims an
6ith the Duality of each stuent?s performance0
'ompetence shoul "e regare as interaction "et6een the su"Eective
(set of skills- eAperience) an the o"Eective (opportunities to accumulate
eAperience) aspects0
'ompetence as an eucational ieal is an iniviual com"ination of
skills an eAperience an su"stantiate opportunities for gaining it0
Vie6e proceurally- it constantly improves "ecause skills have a lifelong
potential for evelopment- eAperience is constantly improve an ever ne6
opportunities for gaining eAperience appear (cit0 in Tilla- 8CC=- ;=)0
#longsie the unerstaning of competence as a skill an professional
efficiency- there appears a ne6 vie6 on a competent person as an ieal of
eucation an up"ringing an on competence as a strategic aim an analytical
category of the Duality of eucation in a multi.level system of aims an
o"Eectives (Ha"ermas- 9B79)0
'ompetence cannot "e teste irectly0 4t can "e iscovere an assesse
only in action- similarly as inepenence an responsi"ility : in creative
approach to iverse situations in one?s professional activity0 4n orer to 6ork in a
team (at schools)- 6e must first of all reorient ourselves from competition to
cooperation0 ,oreover- a mere a"ility to 6ork in a team is not enoughQ one must
also isplay esire an 6illingness to o it0 Therefore- teacher?s unerstaning of
cooperation processes is impossi"le 6ithout competent application of
information skills0
This "rings changes in the formulation of strategic aims of eucation
an respective su"Eects in the conteAt of lifelong eucation5 eucational stanar
is future.oriente0 The authors "elieve that eucational content nees to "e
"roaene to form an integrate set of content- forms an methos as activity
culture0 Thus- the result is oriente to6ars raising the Duality of teacher?s 6ork-
not only on testing kno6lege- skills an attitues0 'ompetence as a result : the
Duality level of person?s activity : is manifeste in specific situations that
8ultural
competen
ce
.motional
competen
ce
5ocial
compete
nce
Personal
competen
ce
3ctivity
competen
ce
8riteria of
teacher@s
professional
efficiency
$$
'
$r%na &atane and Svetlana &r'/0i"a
eman certain actions0 4t is not as urgent to assess teacher?s kno6lege an
skills as evaluate real life situations5 a future.oriente assessment of stuents that
is irecte at o"taining skills for future life an eucation0
There eAists a variety of opinions in the interpretation of teacher?s
professional efficiency- 6hich is typical of the moern society0 This can "e
eAplaine "y the popularity of the notion- its 6ie usage in various spheres of life
an application to ne6 conteAts0 Therefore- consiera"le ifficulties arise in the
unerstaning of the essence of teacher?s professional efficiency0 Follo6ing
every change in the sphere of eucation- the notion of professional efficiency is
actively iscusse in an attempt to efine its content in the ne6 circumstances0
The authors suggest the follo6ing criteria for teacher?s professional
efficiency5
Figure 70 'riteria of teacher?s professional efficiency
$$
(
$r%na &atane and Svetlana &r'/0i"a
'ultural competence5 teacher?s spiritual valuesQ emotional competence5
unerstaning one?s emotions- assuming responsi"ility for them- "eing a6are of
one?s emotional stateQ social competence5 cooperation- empathy- social skillsQ
personal competence5 self.regulation- motivation- competitivenessQ activity
competence5 creativity- self.eucation- self.evelopment0
4n professional eucation competence is acDuire in interaction "et6een
theory an practice0 4t is important to note that theory an practice are
manifestations of the same reality- an they shoul "e vie6e as t6o
complementary- not contraictory entities0
Through eucation- skills an kno6lege are evelope0 Eucation
o"liges- "ut it also gives- for eAample- a formal recognition in society- a6ars
certain authority over other people an their lives0 Each kin of eucation has a
restrictive competence : or specific "asic spheres- specific terminology an
specific socialisation- e0g0- regaring vision of people an methos of 6ork0 That
is 6hy the level of eucation is a significant component of professional
competency0
Each kin of eucation has a restrictive competence : or specific "asic
spheres- specific terminology an specific sociology- e0g0- regaring the vision of
people an methos of 6ork0 For eAample : 6hat is one?s unerstaning of ho6
people live an ho6 they ought to liveI Ho6 to sho6 empathy- recognition-
respect an eDuality : ho6 to ensure the integrity of the consumer of social
servicesI
From the moern perspective- a teacher must "e 6ell Dualifie in a
"roaer sense of the term0 To promote teacher?s professional competency- 6e
nee a ne6 vision of teacher?s professional efficiency as a social an cultural
activity in the conteAt of sustaina"le evelopment0
Variet3 of #$#taina*lilit3<oriente& $n&er#tan&in' of the notion
of co,+etenc3
Development of competency means formation of "asic values that nee to "e
constantly reflecte upon0 Hhat eAactly o 4 o in my practical activityI 'an it
"e one "etterI 4s it possi"le to structure- organise- communicate- plan an act in
a ifferent 6ayI *esies- note that effective forms of communication usually o
not cost anything0
$$
)
$r%na &atane and Svetlana &r'/0i"a
'ompetency as skills approach of 9B@Cs:9B7Cs of last century is relate
to Fteaching the su"EectG0 4n peagogy its roots can "e foun in "ehaviourism-
6hen the teacher teaches- "ut the stuent acDuires certain kno6lege an skills
(Tilla- 8CC=)0 This approach prevails in the practice of preschool an school
peagogy- as 6ell as in normative eucational ocuments0 The teacher ominates
peagogical activity- 6hile the stuent is passiveQ the stuent is an o"Eect of
instruction to 6hom the teacher gives kno6lege an 6hose skills are evelope0
The teacher evaluates stuent?s kno6lege an skills- comparing them to a
certain stanar0 4n contrast- competency as Dualification approach of 9B7Cs:
9BBCs is implemente in professional eucation- 6here the La6 of /rofessional
Eucation of the $epu"lic of Latvia efines five levels of professional
Dualification0 #ccoring to these levels- Dualification is a mechanical testing
activity that comprises skills relevant to the acDuire kno6lege0 Uualification is
characterise "y a certain level of eucation 6hich gives an opportunity to
perform 6ork of certain ifficulty an responsi"ility0 Uualification can "e
measure0 For eAample- teachers? professional stanar lists the skills that are
reDuisite for a teacher0 The stanar is clear- specific an easy to use for an
assessor0 Each competence is evaluate separately- an the evaluation is
Dualitative0 The ra6"ack of this approach is the fact that- "y iviing
professional efficiency in so many components- 6e lose a holistic vie6 on the
Duality of teacher?s professional activity0 4niviual circumstances are
isregare- assuming that every teacher must possess all the kno6lege an
skills inclue in the stanar0
'urrent economic evelopment esta"lishes aitional emans for a
Dualifie specialist5 "esies the a"ility to 6ork 6ell an Dualitatively perform the
entruste uties- the young specialist is reDuire to possess such a"ilities as
inepenence- self.initiative- eAperience of active an creative activity- critical
thinking an communication skills- a"ility to assume responsi"ility- team6ork
an pro"lem.solving skills0 There is a eman for activity characterise "y
creativity- 6hich necessitates a ne6 unerstaning of the notion of competency0
4n orer to consistently use competency as an analytical category- the result of
eucation must "e formulate as action0 #ction approach permits an iniviual to
evaluate not only kno6lege an skills- "ut also stuent?s motivation- choice-
responsi"ility- creativity0 The traitional system of evaluation an assessment- in
its turn- is aeDuately o"Eective- yet it oes not fully reflect stuents? learning0
That is 6hy a great emphasis in eucation ought to "e lai on self.evaluation :
analysis an reflection on one?s learning (Tilla- 8CC=)0
$$
6
$r%na &atane and Svetlana &r'/0i"a
Thus- "esies unerstaning of competency as skills an Dualification-
there emerges a ne6 vision of a competent person as the ieal of eucation an
up"ringing an of competency as the strategic aim an as the task an analytical
category of the Duality of eucation in the conteAt of sustaina"ility0
For !0 %train (8CCC)- the efinition of the notion of sustaina"le
evelopment epens on the point of vie6 : the author?s philosophical an
scientific affiliation- profession- social status- political opinion etc0 4t is rather
ifficult to agree upon a uniform efinition since even the notion of sustaina"ility
is ne6 in the Latvian language (versions5 coorinate evelopment)0 %ustaina"le
evelopment : a specific kin of evelopment- sustaina"ility as a feature of
evelopment- something evelops an its evelopment is sustaina"le0 This phrase
presupposes that such kin of sustaina"le evelopment is possi"le an esira"le
an that some"oy most certainly kno6s or 6ants to kno6 ho6 this evelopment
is manifeste Duantitatively an Dualitatively0 %ince Duantitative evelopment
can "e measure "ut Dualitative evelopment can only "e escri"e- it seems
logical that sustaina"le evelopment can also "e measure an escri"e0 Thus-
sustaina"le eucation is eucation that can "e sustaine0 4t is an eucation that is
oriente to6ars sustaina"ility- therefore- its possi"le aim might "e to reach
sustaina"ility- i0e0- eucation can last- "e preserve an sustain a person on a
certain spiritual level for a certain perio of time0
#s #0 Davison (8CC9) puts it- at the "eginning of 9B7Cs of last century-
the notion of sustaina"ility "egan to "e vie6e in the conteAt of cooperation0 This
conteAt reveals care for the survival of humanity an intercultural relationships0
/ro"lems appear 6hen people have opposite aims in the spheres of environment-
society- culture an economy an o not 6ish to accept or unergo changes0
%upport is grante to ieas on the 6orl as the only an primary teacher (,orin-
9BBB)Q person?s unity 6ith other life forms ()?%ullivan- 9BBB) that etermine the
functioning of the entire planet as a uniform- self.organising system0 *y
analysing the conitions of a sustaina"le society- the connection "et6een
ecological pro"lems an economic an social issues is "eing esta"lishe an
common solutions are "eing sought0 These processes have a certain influence on
eucation (participation of higher eucation institutions in the processes of
change- creation of environmental science centres- changes in curricula an stuy
courses) an call for a ne6 unerstaning of the notion0
From the moern perspective- the notion s'staina)le develop3ent can
"e efine as unerstaning of harmony among iniviuals- society an nature0
This conteAt unerscores the role of eucation- teachers an youth in the
$$
!
$r%na &atane and Svetlana &r'/0i"a
processes of change- although the irections of implementing these changes are
not yet clearly efine0
$0 Gra"ovska (8CC>) argues that no6aays there eAist controversies in
the concept efinition0
'omponent approach or splitting the notion 6ith an emphasis on
the separate components- not the interpretation of the collective
meaning0
%ense or integrative approach that proposes integration of "oth
components of the notion (cit0 in Gra"ovska- 8CC>- <8)0
The author claims that component approach is "ase on sustaina"ility
that is oriente to6ars sta"ility- unity an harmony in social an economic
spheres0 This also concerns coorination of choice an action0 The integrative
approach- in its turn- is an attempt to unite these t6o components an vie6 them
as an integrate notion0 The t6o a"ove.mentione approaches an controversies
in efining the concept of sustaina"le evelopment are ackno6lege "y
numerous researchers an theoreticians (%alite- 8CCCQ Davison- 8CC9Q Gayfor-
8CC9Q %trainsh- 8CC8Q Gra"ovska- 8CC>)0
For 40 %alete (8CC8)- the system of eucation is a unity that is "ase on
the holistic theory an the aspects of iversity an coorinate evelopment0 The
evelopment of teacher?s professional efficiency can "e "ase on the
reorientation of the principles of teacher eucation (approaches- methos- forms
of activity)- taking into consieration the increase in the role of teacher?s
competitiveness an Dualitative cooperation0
40 %alete (8CC8) conclues that sustaina"le eucation promotes the
evelopment of ientity of a spiritual- responsi"le person- 6hich is consistent
6ith the environment an culture an is evelope through the environment an
intergenerational succession0 4t is a peagogical process that is consistent 6ith
nature an culture an "ase on the action approach0 The author also argues that
eucation can cause Dualitative changes in attitue0 For the realisation of the
peagogical process- the author suggests the follo6ing5
$$
"
$r%na &atane and Svetlana &r'/0i"a
action.oriente approach either focuse on the iniviual- cultural
or ecological conteAt or oriente to6ars iniviual an cultural
conteAtQ
nee to transform the current human attitues- focus on the
intergenerational connection an transmission of eAperience- the
formative approach an traitional "asis (cit0 in %alite- 8CC8- B)0
The principle of sustaina"ility is o"servation of the interaction among
the past- social- economical an environmental conteAts 6hen planning an
implementing solutions for various pro"lems0
#uthors of the present research amit that no6aays the system of
professional eucation offers stuents a pre.arrange aim that they have to accept
6ithout any critical o"Eections0 ,oreover- eucational content is strictly
regulate- the form of stuies is unvarie an traitionally controlla"le0 %uch
organisation of professional eucation eAclues professional?s opportunities for
sustaina"le evelopment0
4f eucation programmes of eucational institutions envisage training of
goo su"Eect teachers 6ho evelop the reDuire professional skills "y
transforming the acDuire kno6lege- such kin of specialists 6oul harly "e
a"le to create conitions favoura"le for sustaina"le evelopment at school0
# teacher 6ho evelops one?s professional competency- in our opinion-
is oriente to6ars cooperation an is a"le to change one?s activity- namely- the
teacher oes not see the eucational process as a planne scheule (e0g0- a train
scheule)0
4t is essential to note that professional sustaina"le evelopment is a
constant process of self.etermination- self.eApression an self.realisation0 These
are the inicators of competitiveness0
%elf.realisation is forme "y person?s kno6lege a"out oneself- self.
perception an the creative Jself?0 /ut ifferently- self.realisation permits a
specialist to achieve an o"vious level of professional mastery0 'ertainly-
professional evelopment is impossi"le 6ithout aaptive "ehaviour0 &et- in
situations of sustaina"le professional evelopment- aaptation is vie6e as
optimal "ehaviour- not as compliance 6ith eAternal circumstances0
$$
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$r%na &atane and Svetlana &r'/0i"a
$esearch of theoretical aspects of eucation for sustaina"le evelopment
permits an iniviual to o"serve some similarities 6ith professional teacher
eucation- nota"ly training of elementary school teachers in Daugavpils
University0 Teacher training inclues various suggeste stages of eucation on
the "asis of the integral approach an interconnection of all stuy courses0 4n this
conteAt teachers ought to "e offere a chance to acDuire skills necessary for the
evelopment of their competitiveness0
4n Latvia- many topics- skills an notions of sustaina"le evelopment
are alreay incorporate in the programme stanars of general eucation of
various levels- yet they are vie6e separately an o not favour a uniform
unerstaning of the processes an proceures of teacher?s professional
efficiency in general0 Hence- 6e nee uniform eucational criteria an points of
reference for orientation of eucation to aress sustaina"le evelopment0
%ustaina"ility is ensure not merely "y implementing such solutions as technical
an mechanical eucational reforms- "ut rather "y evaluation of eucational aims
an of skills an competences efine in the eucation programmes- 6hich
etermines the system of values0 4n the course of these processes- it is essential to
promote evelopment of teachers? professional efficiency- activities aime at
solving eucational pro"lems- efining ne6 pro"lems- skills motivation an
evelopment of types of activity0 'hange shoul not "e perceive as a 6ish to
transform or moify eucationQ rather it is important to consier eucational aims
an their role from the perspective of sustaina"ility0
!e#earch in#tr$,ent an& +artici+ant#
The research JEvaluation of 'ompulsory /re.school an /rimary %chool
Eucation an )pportunities for its Development? 6as carrie out uner the
leaership of professor Dr0pae0 Elfrea 1rastiga of Daugavpils University an in
cooperation 6ith ocents of other higher eucation institutions in Latvia0 For the
purpose of researching teachers? professional competency- a pilot research 6as
carrie out in a proEect format in 8CC70 The aim of research 6as to etermine the
unerstaning of teachers? professional competency- "y researching teachers?
eAperience an regaring it as evaluation criterion to etermine the Duality of
learning0
To learn a"out the attitue to6ars competence- an intervie6 6as
conucte 6ith =C schoolteachers in Latvia0 Data have "een acDuire in the
practical classes0 /articipants of the research have "een selecte uring a t6o.
year perio (8CC7:8CCB) accoring to the follo6ing criteria5 age : ;C: ;< years-
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$r%na &atane and Svetlana &r'/0i"a
type of activity (the same professional programme)- resience an "elonging to
the culture of Latvia0 Elementary school teachers 6ho 6ork in the same
eucational environment 6ere offere to take part in the intervie6s on voluntary
"asis0 4t 6as one intentionally to research more specifically ho6 ifferent
moels of eAperience evelop in the same peagogical reDuirements0
!e#$lt# of re#earch an& their inter+retation
#ccoring to triangulation 6hich 6as use to increase the valiity an relia"ility
of Duantitative an Dualitative research results- open or narrative intervie6s 6ere
organise 6ith an aim of etermining teachers? vie6 of professional competency0
Then ocumentation of intervie6 ata 6as performe- i0e0 transcriptions 6ere
mae in compliance 6ith the necessary ata processing reDuirements0 Thus-
intervie6 results 6ere o"taine for further research analysis 6hose aim 6as to
test an complement the eAisting assumptions or ra6 ne6 conclusions0
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$r%na &atane and Svetlana &r'/0i"a
Ta"le 90 $esults of the intervie6 a"out professional competence
Profe##ional co,+etence Ca# eD+laine& a#
N$,*er
of
#t$&ent#
;R>
Teacher stimulates evelopment of stuents? activity an
inepenence
8<
Teacher organises learning environment that promotes
evelopment of chil?s learning an research skills
;C
4t is essential that eucational content correspons not only
to reDuirements of eucation programme- "ut also to
emans of the real 6orl
=<
'ommunicative competence is an inicator of peagogical
skills evelope "y the teacher
8C
Teacher plans the elivery (eAplanation) of the learning
material- taking into account the level of stuents?
theoretical "ackgroun as 6ell as their iniviual an age
peculiarities
7@
Teacher renounces the teaching style an methos that o
not comply 6ith the particular situation at the lesson
=<
During the lessons- teacher suggests to stuents original
an creative forms of activity for pro"lem solving0
;<
Teacher organises the learning environment 6here the chil 8C
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$r%na &atane and Svetlana &r'/0i"a
as a researcher searches for his^her relation to the
environment- society- culture an economy- iscovering
sustaina"ility.oriente values0
Teacher nees to constantly progress an evelop BC
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$r%na &atane and Svetlana &r'/0i"a
%ummary of intervie6 ata permits oneself to conclue that responents
most freDuently agree 6ith statements concerning the iea of teacher?s constant
progress an evelopment0 The neAt most freDuently accepte group of
statements 6as relate to planning the elivery of su"Eect material- taking into
account the level of stuents? theoretical "ackgroun as 6ell as their iniviual
an age peculiarities0 Ho6ever- teachers seloom suggest that stuents shoul
create original activities to complete pro"lem solving activities0 &et- many
responents amit that teachers have to renounce the teaching style an methos
that o not comply 6ith the particular situation of the lesson0 Unfortunately-
summary of intervie6 ata inicates that teachers still nee to improve their
professional competence 6hich is oriente to6ars eucation for sustaina"le
evelopment an evelopment of stuents? inepenence an research skills0
Thus- the present research reveals that in orer to promote the
evelopment of teachers? professional competency- teachers themselves must "e
a"le to use various forms of creative activity an ne6 technologiesQ they must "e
a6are of stuents? nees- interests an opportunities- must kno6 6hat social
forms of cooperation are effective in the particular situation an ho6 to organise
cooperation in orer to promote evelopment of iniviual socio.cultural
eAperience0 4t is essential to have a goo kno6lege an mastery of methos- "e
a"le to choose the most useful metho epening on the situation- as 6ell as "e
a"le to critically reflect on the choice mae0 4n this conteAt- 6e can again talk of
integrity of professional competency an sustaina"le evelopment0 4n this
conteAt- competency etermines person?s ual nature5 an iniviual?s a"ility to
competently use that 6hich has "een acDuire an improve it0 4t oes not epen
on person?s social "ackgroun- gener or race- "ut rather on their o6n a"ility to
act0
Thus- the notion of teacher?s professional competency 6as not
unerstoo as kno6lege- skills an attitues in a certain sphere 6hich have "een
store- learnt an 6hich can "e upateQ rather it 6as seen as a"ility to FmanageG
the kno6lege- skills an eAisting attitues- use an improve them in the conteAt
of sustaina"le evelopment0
Concl$#ion#
%ocial an cultural progress lays a great responsi"ility on people in relation to
their a"ility to evaluate- analyse- choose an aeDuately act in ne6- unkno6n
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$r%na &atane and Svetlana &r'/0i"a
situations0 Therefore- a person?s a"ility to evelop their o6n professional
efficiency gains particular significance0 4t "ecomes the evelopment of such
professional efficiency that allo6s for person?s self.organise activity in
conitions of social an cultural iversity0 Therefore- no6aays- teachers have to
"e 6ell Dualifie in a "roa sense of the term0 4t is not enough merely to have
goo kno6lege in one?s professional sphere0 )ne has to "e a"le to supplement it
accoring to the emans of a specific situation in the rapily changing 6orl0
Thus emerges a ne6 unerstaning of teacher?s professional efficiency0 4t means
openness to learning an real mo"ility- namely- a"ility to reorient oneself0
Teachers ought to "e a"le to transform their kno6lege- acDuire ne6 "eliefs-
unerstan applie kno6lege an iscern the perspectives of its application0
To recapitulate- 6e can conclue that eucation is the crucial factor for
promoting sustaina"ility in all spheres- int0al0 the evelopment of teacher?s
professional efficiency0 4t is eucation that can promote active participation in the
processes of social an economic evelopment0
Therefore- in moern society- a significant teacher?s task is to offer
stuents interesting forms of activity- a kin of transformative learning
environment0 Teacher?s activity ought to promote social communication0 The
teacher shoul renounce the monopoly of po6er an esta"lish communicative
partnership 6ith stuents0 4t is essential to respect stuents? motivation-
encourage them to research an transform the 6orl 6ithin the limits of their
a"ility- accoring to their o6n vie6s an unerstaning an from a sustaina"le
perspective0 4n orer to promote the evelopment of teacher?s professional
efficiency- 6e nee a ne6 vision of a teacher as the su"Eect of peagogical
process- integrating teacher?s peagogical activity as social an cultural activity
6ith the follo6ing conitions5
social interactionQ
present an future cultural contentQ
promotion of stuent?s motivation an autonomyQ
evelopment of professional competence0
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$r%na &atane and Svetlana &r'/0i"a
*y referring the general peagogical principles of constructivism to real
peagogical activity- it is possi"le to close the eAisting gap "et6een integration
an sustaina"ility theory an the practice of aaptation0
!eference#
4+glete"as likums LThe La6 on EucationM0 L$ %aeima0 (9BB70 gaa 9@0
novem"ris)0 LatviEas Vfstnesis- ;=;0:;==0 lpp0
Davison- #0 (8CC9)0 7echnolo/< and the contested 3eanin/s oA s'staina)ilit<B
(e6 &ork5 %tate University of (e6 &ork
Gayfor- '0 (8CC9)0 Eucation for sustaina"ility5 #n approach to the professional
evelopment of teachers0 ;'ropean o'rnal oA 7eacher ;d'cation, 24 (;)- ;9;:
;8@0
Gra"ovska- $0 (8CC>)0 $l/tsp%"#)as principa #steno?ana skolot!"' i4/l#t#)!
L4mplementing the /rinciple of %ustaina"ility in Teacher EucationM0
Unpu"lishe issertation- Daugavpils University- Daugavpils0
Ha"ermas- !0 (9B79)0 7heorie des ko33'nikativen Qandelns, )dB-B Frankfurt a0
,05 %uhrkampf0
,aslo- 40 (8CC>)0 8o 4in!?an!3 '4 ko3petent' dar)#)' LFrom kno6lege to
competent activityM0 $ega5 LU #kdemiskais apgds0
,orin- E0 (9BBB)0 Seven co3pleM lessons in ed'cation Aor the A't'reB /aris5
U(E%') /u"lishing0
%alete- 40 (8CC8)0 4lgtspfEegas i+glete"as mfris skolotdEu skateEumd L#im of
sustaina"le eucation through the eyes of teachersM0 Skolot!"s H7eacherI, 5, <:@0
)?%illivan- E0 (9BBB)0 7ransAor3ative learnin/U ed'cational vision Aor the 2-st
Cent'r<B Toronto- '#5 ce *ooks0
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$r%na &atane and Svetlana &r'/0i"a
%train- !0 (8CC8)0 Veiosim harmonisku LatviEu LLet us create a harmonious
LatviaM0 L5A Y%stnesis, 97 (8=@)0
%tuents- !0 (9BB7)0 Yisp!r#/a peda/o]i"aB $$ dala LGeneral /eagogy0 /art 44M0
$ega5 $a1a0
Tiiia-40 (8CC=)0 P'sa'd' soci!lk'lt^ras ko3petences veido?an!s otras
sve?valodas 3!c#)' proces!0 LKor3ation oA teena/ersG socio*c'lt'ral
co3petence in the process oA second Aorei/n lan/'a/e acV'isitionM0 Unpu"lishe
issertation- LatviEas Universitdte- $ega0
logla- 40 (8CCC)0 Skolas peda/o]i"aB $$$ da0a L%chool /eagogy0 /art 444M0
$ega5 LU /eagoiEas un /siholoiEas institts0
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elena Davidova and 7at"ana Minakova
Le%el#= criteria an& in&icator# of the &e%elo+,ent of
,$#ic teacher +ro'ra,,e #t$&entF# reflecti%e acti%it3
in the conteDt of #$#taina*le &e%elo+,ent
!elena Daviova an TatEana ,inakova
Da'/avpils Universit<, Latvia
A*#tract
:rientin/ to9ard s'staina)le develop3ent oA societ<, one oA the central pro)le3s
is the pro)le3 pertainin/ to the develop3ent oA a teacher into a creative
personalit< 9ith his\her individ'al st<le oA activit< and thinkin/B 7his cannot )e
achieved 9itho't a contin'o's and s<ste3atic proAessional perAection, 9itho't
reAlective activit<B A lo9 level oA reAlection is oAten related to )ein/ 'na9are oA
diAAic'lties in the peda/o/ical activit< )oth in the Aield oA the st'd< process
pro"ectin/ and in co33'nication 9ith the learnersB 7he ai3 oA this research is to
deter3ine theoretical )asis, levels and criteria oA the develop3ent oA 3'sic
teacherGs reAlective activit< in the conteMt oA the teacherGs s'staina)le
develop3entB
Key wordsU reAlectionE reAlective activit<E s'staina)le develop3entE 3'sic
teacherE critical thinkin/E selA*re/'lationE the process oA acV'irin/ a
co3positionE levels, criteria and indicators oA the develop3ent oA st'dentGs
reAlective activit<B
Intro&$ction
)rienting to6ar sustaina"le evelopment of society- one of the central pro"lems
is the pro"lem pertaining to the evelopment of a teacher into a creative
personality 6ith an iniviual style of activity an thinking0 This cannot "e
achieve 6ithout a continuous an systematic professional perfection- 6ithout
reflective activity0
$&
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elena Davidova and 7at"ana Minakova
4n the fiel of peagogy this is a transition to the ne6 optimal
psychological.peagogical systems- the creative technologies of teaching0 The
main results of peagogical activity are the formation of mental gro6th of the
learner?s personality an the improvement of the 6ays of his^her activity- 6hich
ensures his^her successful entry into ne6 peagogical situations- Duick
aaptation to ne6 reDuirements- an the a"ility to solve ne6 tasks0
%tuents? involvement in the solution of their o6n eucational an
socio.cultural pro"lems emans reforming the system of higher professional
eucationQ it is also necessary to change the attitue to peagogical teaching
practice0
#t present the goal of eucational process is not acDuiring reay
kno6legeQ it is eveloping a certain 6ay of thinking- 6hich permits to gain an
prouce the ne6 kno6lege (Lisle- 8CC>)0 Toay 6e can see a striking
contraiction5 on the one han- many teacher eucation programmes focus on
skill evelopment rather than the evelopment of stuent?s reflection (1agan-
9BB8)Q on the other han- limiting pre.service eucation to practicing prescri"e
skills might inhi"it the evelopment of thoughtless practitioners 6ho might later
regar reflective thinking as "eyon their roles or capa"ilities (Valli- 9BB@)0 !0
Daviova has stresse a lo6 level of reflection of many Latvian music teachers-
6hich hiners their professional skills evelopment- as 6ell as the fact that a
level of organi+ation of the professional competence in the fiel of reflective
activity is not high enough (Daviova- 8CCC)0 # lo6 level of reflection is often
relate to "eing una6are of ifficulties in the peagogical activity "oth in the
fiel of the stuy process proEecting an in communication 6ith the stuent0
The focus only on the evelopment of skills at the eApense of thinking
of teaching music can also "e pro"lematic in music teaching (*al6in- 9B7C)0
Hithin the process of reflection teachers can "e allo6e to confront their o6n
practices an "eliefs- share eAperiences an kno6lege 6ith colleagues- link
music learning to societal an local nees an goals0 4n that 6ay- teachers can
make more informe Eugements 6hen teaching music (Lee- 9BB9)0
%ome of the Duestions arise here5
Hhat oes reflective activity meanI
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elena Davidova and 7at"ana Minakova
Hhich are levels- criteria an inicators of the evelopment of stuent?s
reflective activityI
This research o"Eective is to etermine levels- criteria an inicators of
the evelopment of stuent?s reflective activity in music teacher stuy program
on the "asis of teacher?s sustaina"le evelopment0
,ethos of the stuy5 analysis an comparison of the conceptions in
psychology an peagogy- metho of moelling0
$'
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elena Davidova and 7at"ana Minakova
M$#ic teacher#F trainin' in the conteDt of #$#taina*le
&e%elo+,ent
#naly+ing sustaina"le evelopment in eucation- some researchers single out the
follo6ing reDuirements for effective eucation5 fleAi"le an aapta"leQ
interisciplinary or transisciplinaryQ colla"orativeQ eAperientialQ holisticQ locally
relevantQ emphasi+ing valuesQ future.orienteQ action.orienteQ learner.centreQ
pro"lem solvingQ systematic (4nstitute of Environmental %tuies- 9BBB- 9>)0
4mplementing these reDuirements into life is only possi"le "y int of teacher?s
reflective activity0
%peaking a"out the training of music teachers in Latvian higher
eucation institutions- Fit is essential to plan for the stuy courses so that every
stuent might iscover an evelop his^her o6n iniviual frames of reference
for life an professional activities an shape them in the conteAt of sustaina"le
evelopmentG (%alete- ,ikule- 1ravale- 4liko P %takle- 8CC@- 8>@)0
%ustaina"ility in teacher training an evelopment of practising music
teachers? professional competence has ifferent aspects0 #0 1ukk P L0 Talts note
that sustaina"ility of teachers? profession manifests itself in iniviuals- as
"ecoming a teacher is a long- versatile- an time.consuming process- 6here
practical eAperience turns into kno6lege an kno6lege is implemente in
practice an refine through the professional skills0 %uch a sustaina"le process of
evelopment in teacher training can occur only if the acDuisition of practical
skills is in harmony 6ith the unerstaning of oneself an evelopment of one?s
professional competence (1ukk P Talts- 8CC@)0 4n this conteAt the evelopment
of music teacher?s reflective skills is especially important0
Pe&a'o'ical creati%e acti%it3 a# a #3#te, Cith reflection
The pro"lem of reflection is many.sie an iverse5 it has philosophical-
psychological- peagogical- methoological an other aspects (#ler- 9BB9Q
/etrovsky 9BB>Q 1ashapov- 8CCCQ %tepanov- 8CCCQ Lefevr- 8CC;Q %lastenin- 8CC<Q
Heikkila P Lonka- 8CC> etc0)0 (umerous recent research 6orks in music
peagogy unerline the necessity to focus on the reflective character of
professional creative practice of music teachers- as 6ell as training to implement
this practice (Hallam- 9BB7- 8CC>Q /ourovsky P %uslova- 8CC9Q 'ipin- 8CC;Q
Har- 8CC= etc0)0
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elena Davidova and 7at"ana Minakova
The necessity of stuying professional self.kno6lege- i0e0 "eing a6are
of oneself as a personality in professional activity- incluing teacher?s
professional activity (alongsie 6ith the general principles an regularities of the
evelopment of personality self.a6areness)- has "een repeately emphasi+e in
moern psychological an peagogical literature0 #ccoring to %0 $u"instein-
reflection provies Fthe eAit out of full a"sorption in the irect process of life for
6orking out the corresponing attitue to6ars life- taking the position a"ove it-
"eyon it for Eugement a"out itG ($u"instein- 9B@>- ;=7)0
The refleAive F4G (from Latin reAleM's : an appeal "ack6ars-
reflection)- aime insie at self.regulation- control- evaluation an correction of
the actions performe- an the activity F4G- 6hose irect task is the practical
reali+ation of the peagogical aims- are involve here simultaneously0
4n psychological an peagogical researches reflection is applie mostly
in intellectual 6ay as a component of creative thinkingQ the functioning of
creative thinking is ensure "y controlling an evaluating one?s o6n ees0 #n
it is also use in a personal 6ay5 as self.consciousness- self.analysis- 6hich is
connecte 6ith communication in a ialogue an reflective eApectations0
/eagogical reflection is the a"ility an nee to learn- to unerstan one?s o6n
conitions- to compare tasks- ees an achieve results in real peagogical
situations 6ith the aim of control- evaluation- correction an evelopment of
one?s peagogical practice an communication0
$eflection has "een stuie in the most serious an many.sie 6ay in
the 6orks evote to the revelation of creative task solution mechanisms0 4t
shoul "e note- that many authors istinguish t6o close concepts : FreflectionG
an FrefleAivityG0 Thus- D0 %h3n consiers that reflection is the process in 6hich
Fkno6lege.in.actionG may "e more pronounce0 4t may "e pronounce to the
eAtent that the irection of attention to6ars control in the process of activity is
possi"le0 This form of reflection may "e achieve "y creating pro"a"le situations-
6ithin the limits of 6hich separate aspects of activity may "e analyse- trace
an presente on a more conscious level (%h3n- 9B7;)0
Ho6ever- as note "y V0 $icharson- this process is not a simple one5 it
may not "e possi"le for a practitioner to escri"e the ecision.making processes
that le to an action0 The concept of Fkno6lege.in.actionG can "e seen as
escriptive rather than prescriptive0 This process oes not only create certain
reDuirements in relation to creative 6ork an inventiveness- "ut it may also
$'
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elena Davidova and 7at"ana Minakova
epen on the eAistence of kno6lege "ase receive in the result of an
eAperiment ($icharson- 9BBC)0
Hhat concerns the term FrefleAivityG- many authors accept the Latin
efinition of this term (return to yourself)- 6hich means the process of
iniviual?s thought a"out 6hat is going on one?s o6n min (La6son- 9B7<Q
%teier- 9BB9Q *ourieu P HacDuant- 9BB8Q ,atthe6s P !assel- 9BB7)0 )n this
"asis of the analysis an comparison of ifferent conceptions regaring to such
notions as FreflectionG an FrefleAivityG- 6e consier reflection as a process an
refleAivity as an emotional state0
The notion of a"out peagogical activity as a creative activity-
comprising potential a"ilities an reserves of changing the personality- is
supplemente "y unerstaning this activity as the system 6ith reflection an
refleAivity0 $eflection is a central mechanism of implementing creative a"ility0
'reativity is the necessary conition of peagogical process- o"Eective
professional necessity of teaching practice (,itina- 8CC=)0 'reativity is the most
vital an necessary feature of peagogical practice0 This is the a"ility to see- set
an solve peagogical tasks in original 6ay- to unerstan an Duickly react to
arisen peagogical situations- to foresee the resultsQ this is the main parameter of
peagogical creative a"ilities0 4t means that creativity of peagogical practice is
"ase on reflecting- reflective a"ility an practice0
,any philosophical an peagogical papers iscuss the interrelation
"et6een creative activity an reflection (/onomarev- 9B@>Q %chn- 9B7;Q
La6son- 9B7<Q Daviov- 9B7BQ #ler- 9BB9 etc0)0
Different levels of creative peagogical activity are etermine "y
ifferent content of reflective activity0 Thus- the content of the process of goal
setting is etermine "y the results of reflection on motivation sphere
(kno6lege a"out the motive leas to "uiling up the aim)0 The su"Eect?s activity
is possi"le 6hen he^she has the moel- the plan of activity implementation "uilt
up in the result of reflection on goal setting0 The reflective activity on processes
an components of activity is getting still more complicate- since the recor of
activity results an their correlation 6ith the forecast aim (activity evaluation)-
6ith the content of the image FselfG an other elements of FselfG:conception
(self.assessment) is necessary0
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elena Davidova and 7at"ana Minakova
$eflection on goal setting in teacher?s creative activity has some
characteristics0
# irect analysis : goal setting from the actual state of the peagogical
system to the final planne aim0
# reverse analysis : goal setting from the final state to the actual state0
# goal setting from intermeiate aims 6ith the help of "oth irect an
reverse analysis (%lastenin P /oimova- 9BB@)0
V0 %lastenin an L0 /oimova note that the teacher?s possi"ility to
implement goal setting freely an to "e a6are of its eApeiency epens on5
on the level of a6areness an management of the processes of goal
setting- as 6ell as on the analysis of these processes- 6hich gives the
teacher an opportunity Fto seeG oneself on the 6ay of "uiling up the
peagogical conception- as 6ell as to reali+e the limits of his^her states
an actions more clearlyQ
on the a"ility to ientify the importance of the creative activity motive
for learners an for oneselfQ
on the a"ility to "uil the optimal algorithms of creative activity for
achieving the aimQ
on the teacher?s confience- fleAi"ility an aeDuacy of activity- 6hile
analysing an assessing the results an conseDuences of achieving the
aim (%lastenin P /oimova- 9BB@- 7@)0
Hhile researchers of reflective practice emphasi+e starting 6ith one?s
personal eAperiences- they also stress the importance of critical analysis an
reformulation of that eAperience (#rgyris- 9BBCQ ,e+iro6- 9BB9Q *ur"ules- 9BB;Q
%enge et al0- 9BB=Q *rookfiel- 9BB<)0 Hhile ackno6leging the importance of
eAperience- it is also important to recogni+e its potential for istortion0 Typically-
the terms reflective thinking- critical thinking- reflective Eugment as 6ell as
critical reflection have each "een use to efine a 6ay of thinking that accepts
uncertainty an ackno6leges ilemmas- 6hile ascri"ing less significance to the
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elena Davidova and 7at"ana Minakova
role of self in the reflective process (De6ey- 9B;;- 9B;7Q 1ing P 1itchener-
9BB=Q %parks.Langer P 'olton- 9BB9Q cehm P 1ottler- 9BB;)0
!0 De6ey (De6ey- 9B;;- 9B;7)- in his 6ritings- asserte that the
capacity to reflect is initiate only after recognition of a pro"lem or ilemma an
the acceptance of uncertainty0 The issonance create in unerstaning that a
pro"lem eAists engages the reflective thinker to "ecome an active inDuirer-
involve "oth in the critiDue of current conclusions an the generation of ne6
hypotheses0 #ccoring to !0 De6ey- reflective thinking reDuires continual
evaluation of "eliefs- assumptions- an hypotheses against eAisting ata- an
against other plausi"le interpretations of the ata0 $esulting ecisions remain
open to further scrutiny an reformulation0
%imilarly- /0 ,0 1ing P 10 %0 1itchener (1ing P 1itchener- 9BB=)
posite that one operating at the highest stage of reflective Eugment kno6s that a
solution is only a hypothetical conEecture of 6hat is- recogni+ing the temporary
nature of any solution0 These efinitions of critical or reflective thinking seem to
suggest that it is primarily cognitive pro"lem solving0
*ecoming a perpetual pro"lem.solver involves synthesi+ing
eAperiences- integrating information an fee"ack- uncovering unerlying
reasons- an iscovering ne6 meaning0
The type of learning- calle Ftransformative learningG- represents a self.
reflective process that occurs on several levels- "ut the creator of the theory of
transformative learning- !0 ,e+iro6 (,e+irov- 9B@7- 9BB9)- coine the term
Ftransformative learningG to refer to learning that is "ase on reflection an on
the interpretation of the eAperiences- ieas- an assumptions gaine through prior
learning0 This type of learning is roote in the meaning.making process that is
central to constructivism- 6here the environment provies support an evelops
a"ility to ialogue an critically reflects on the material presente an on the self0
Transformative learning is actually a compleA series of interactions that is multi.
imensional0
#ccoring to /0 'ranton- the theory of transformative learning "y !0
,e+iro6 has evolve Finto a comprehensive an compleA escription of ho6
learners construe- valiate- an reformulate the meaning of their eAperienceG
('ranton- 9BB=- 88)0 'hanging their Fmeaning schemes (specific "eliefs-
attitues- an emotional reactions)G- learners must engage in critical reflection on
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elena Davidova and 7at"ana Minakova
their eAperiences- 6hich in turn leas to a perspective transformation (,e+iro6-
9BB9- 9>@)- 6hich is the process of "ecoming critically a6are of ho6 an 6hy
our assumptions have come to constrain the 6ay 6e perceive- unerstan- an
feel a"out our 6orl- changing these structures of ha"itual eApectation to make
possi"le a more inclusive- iscriminating- an integrating perspectiveQ an- fi.
nally- making choices or other6ise acting upon these ne6 unerstanings0
/erspective transformation eAplains ho6 the meaning structures that
learners have acDuire over a lifetime "ecome transformeB These meaning struc.
tures are "ase on the totality of iniviuals? cultural an conteAtual eAperiences
(Taylor- 9BB7)0 This transformation of meaning schemes occurs through learning0
/erspective transformation leaing to transformative learning occurs much less
freDuently0
!0 ,e+iro6 (,e+iro6- 9BB<) suggests that transformative learning
happens through a series of phases that "egin 6ith the isorienting ilemma0
)ther phases inclue5
self.eAaminationQ
critical assessment of assumptionsQ
recognition that others have share similar transformationsQ
eAploration of ne6 roles or actionsQ
evelopment of a plan for action-
acDuisition of kno6lege an skills for implementing the planQ
tryout of the planQ
evelopment of competenceQ
self.confience in ne6 rolesQ
reintegration into life on the "asis of ne6 perspectives0
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elena Davidova and 7at"ana Minakova
De%elo+in' ,$#ic teacherF# reflecti%e a*ilitie#
The activation of reflective position in creative peagogical activity is connecte
6ith the music teacher?s personality- 6ith his^her orientation to6ars self.
evelopment0 The source of this process appears to "e the system of
contraictions in peagogical activity- 6hich the teacher is a6are of0 $eflective
activity- as the music teacher?s cognition an analysis of phenomena of his^her
o6n consciousness an actions- is the most important an essential component in
the structure of creative peagogical activity (Daviova P cnutinsh- 8CC9)0
$eflective skills are relate to the teacher?s skill to take into account his^her o6n
iniviual psychological peculiarities- to aeDuately estimate his mental state- as
6ell as to carry out many.sie perception an aeDuate cognition of the
learner?s personality0
Therefore- in the process of music teacher?s training it is necessary to
create such situations- 6hich 6oul focus on the reflective position- 6oul form
positive self.perception- an 6oul stimulate the processes of self.assertion0
/lanning the strategies of music thinking- a teacher creates situations- in 6hich
the stuent shouln?t copy the interpretation of the others- he^she shoul create
his^her o6n interpretation0 4t is necessary to plunge into the 6orl of style an
meaning- into learning of its essence0 #n on the "asis of unerstaning an
rethinking it there 6ill "e a possi"ility to activate the creative po6er- to fin
his^her personal forms of its em"oiment in souns0
$eflective processes in the music teacher?s practice can "e seen in the
follo6ing irections5
in the attempt at unerstaning an purposeful regulation of thoughts-
feelings an ees of the stuentQ
in the process of proEecting the stuent?s practiceQ
in the process of reflective analysis an self.regulationQ
in the process of stimulating the stuent?s o6n reflective activity
(Daviova P ,inakova- 8CC7)0
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elena Davidova and 7at"ana Minakova
The follo6ing aspects can "e pointe out in the music teacher?s
reflective practice5
the interest in a pro"lem of music peagogyQ
fining- Eugement an evaluation of the contraictions unerlying the
pro"lemQ
looking for the reasons an possi"le variants of solving it- comparing
the content of the music.peagogical task 6ith one?s o6n iniviual-
personal an professional eAperience- as 6ell as 6ith the eAperience of
other music teachersQ
implementation of practical- logical.constructive activities- 6hich
provies him^her 6ith successful solution of music.peagogical tasksQ
generali+ing the evaluation of all the previous stages of reflective
practice of the music teacher- 6hich leas to its enrichment an raises it
on the meta.level (Daviova P ,inakova- 8CC7)0
4n this conteAt the main logical irection is5 from "roa- generali+e
Eugments a"out the 6ays of solving ifficulties (i0e0 Eugment of music.
peagogical pro"lems) to the concrete 6ays of resolving contraictions0
#ccoring to G0 'ipin- researcher in music peagogy- the theoretical
moel of reflective activities comprise certain phases5
90 setting the aim- gaining unerstaning a"out itQ
80 etermining the primary tasks- 6hich must "e one in orer to achieve
the aimQ
;0 practical implementation of 6hat has "een planneQ planning further
actionsQ the choice of aeDuate means- 6hich are necessary in orer to
implement one?s plansQ
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elena Davidova and 7at"ana Minakova
=0 correction of the actions- making the necessary situational changes-
correcting an supplementing themQ fleAi"ility of "ehavioural tacticsQ
<0 completing the processQ evaluation of the o"taine results an one?s o6n
actions0 4f necessary- accoring to the mentione.a"ove scheme- a ne6
aim is set an achieve ('ipin- 8CC;)0
The route to "ecoming a reflective practitioner is plague "y
incremental fluctuations of irregular progress- often marke "y t6o steps for6ar
an one step "ack6ar0 There are necessary an preicta"le stages in the
emotional an cognitive rhythm of "ecoming critically reflective (1eane- 9B7@Q
Usher P *ryant- 9B7BQ *erkey et al0- 9BBCQ *rookfiel- 9BB<Q Larrivee- 8CCC)0
#ccoring to *0 Larrivee (8CCC)- the reflection process is more cyclical
than linear- more incremental than seDuential0 Her moel (Figure 9) suggests a
frame6ork for conceptuali+ing this process0 The process of "ecoming a reflective
practitioner 6eaves through a series of phases- the first of 6hich is the
eAamination stage0 #t this stage- teacher starts to Duestion 6hether a particular
action- reaction- interaction ena"le oneself to achieve the aim 6hich has "een
etermine0 4t coul "e any "ehaviour that teacher is "ringing into Duestion0 4n
the neAt phase- teacher "egins to notice patterns in the 6ays of "ehaviour an
challenge the real cost attache to teacher?s current practice0 #t the neAt phase-
teacher reali+es that the "ehaviour is sustaining a state 6hich nees to "e
change- for eAample- frustration- iscomfort- stress0 This reali+ation creates a
surface esire for change0
#ttempting to let go of 6hat is familiar leas to a struggle an teacher
fins oneself in conflict0 This "egins a critical stage in the reflective process0 4f
this state of inner turmoil "rings a"out too much fear an ou"t- the choice may
"e to close o6n the process an either stay 6ith the ol practice or seek a Duick
fiA0 Teacher looks for a reay.mae solution- a FprescriptionG for change0
Ho6ever- 6hen he^she oes this- teacher circumvents an essential stage in the
critical reflection process0
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elena Davidova and 7at"ana Minakova
Figure 95 %tages of reflection process (Larrivee- 8CCC)
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elena Davidova and 7at"ana Minakova
4n the final stage- teacher has ha a shift in one?s 6ay of thinking an
sensing0 Teacher has ha a clearing an is seeing things in a ne6 light0 Teacher
engages in ne6 patterns of thinking- an accesses ne6 tools an strategies to
respon more appropriately to classroom situations an circumstances0
Hhen teachers "ecome reflective practitioners- they move "eyon a
kno6lege "ase of iscrete skills to a stage 6here they integrate an moify
skills to fit specific conteAts- an eventually- to a point 6here the skills are
internali+e ena"ling them to invent ne6 strategies0 They evelop the necessary
sense of self.efficacy to create personal solutions to pro"lems0
Criteria of the &e%elo+,ent of a #t$&entF# reflecti%e acti%it3 in
the +roce## of acE$irin' a co,+o#ition
The central pro"lem of performing art is the revelation of the imagery content of
a composition as completely an fully as possi"le0 # souning image is a
synthetic prouct resulting from the activity of the imagination of t6o human
iniviualities : a composer an a performer0 The music create "y a composer
seems to continue its further eAistence inepenently0 This is 6hy the role of the
performer at interpreting a composition is so great0 The Dualitative level of
his^her creative an professional a"ilities- in the long run- etermines the
aesthetic value of the prouct of art0
4t shoul "e mentione that a page of shot music can inform the
performer a"out versatile sies of a composer?s conception (e0 g0 form- time
metre- ynamics- instructions on performing- phrasing- instructions on
articulation etc0)0 Ho6ever- this information can sho6 only the general line of the
evelopment of a musical image0 The 6ritten signs of agogics- ynamics-
articulation an time o not reflect the author?s eAact unerstaning of these
eApressive means0 Every element of the sheet music teAt can "e ecoe an
interprete ifferently "y ifferent performers0 Therefore- 6hen reaing music-
the performer al6ays faces the pro"lem of selecting the variants for the
interpretation of a composition0 4t shoul "e unerline that a 6ritten sheet music
is Duite schematic an can help to ientify only the principal features of a
composition as a system0 )nly those sies of the author?s conception 6hich are
materiali+e in the soun pitch correlations are precisely fiAe in the sheet music
teAt0 )nly etaile stuies of music- relying on one?s personal rich hearing
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elena Davidova and 7at"ana Minakova
eAperience an theoretical kno6lege 6ill help the performer to penetrate into
the Osu".teAt through the teAtG an create a ramaturgical plan of a composition0
The reflection as a peculiar professional an personal Duality as an
a"ility to reflect- analy+e- think an evaluate the process an results of one?s o6n
performing activity allo6s the musician to change from a formal performer of
irective reDuirements an instructions into a performer a"le to "e creative in
interpreting ieas- approaches an technologies in his^her area of activities- to
rise a"ove the concrete task- to go "eyon it an shape an integrate opinion
a"out the 6ay it can "e solve0
4t is vital for the performer to "e a"le to perceive the teAt correctly- Fto
hear "et6een the notesG (synonym in literature : Fto rea "et6een the linesG) so
that 6hat he^she has foun 6ritten in the sheet music 6oul turn into "right-
precise an voluminous soun images in his^her imagination0 The performer has
to assimilate the sheet music teAt an inclue it into his^her emotional 6orl0
The complicate process of the formation of the performing conception-
starting from its emergence in the consciousness (as a general emotional
perception of music) to the formation of concrete "right an generali+e images
of a composition- reDuires from a performer an intense activity- uring 6hich
kno6lege is use an perfecte- iniviual techniDues an methos of 6ork are
enriche- the a"ility of analytical activity is evelope0 #ll this leas to practical
finings0 This voluminous an multi.facete creative act is entirely the reflection
of creative an functional a"ilities of a performer?s inner.hearing sphere0 This act
is "ase on the activation of this sphere- an "esies the a"ility to anticipate the
logical seDuence of souns- comprises also components "elonging purely to the
performance aspect- such as isplaying initiative at interpreting the ieological
an imagery content of a composition an a"ility to avoi using hearing clichOs
in the performance conception of this composition0
#s a result of a su"Eective evaluation of the artistic an imagery content
of a composition- "y letting it through the prism of his^her min- a performer
transforms an stresses various facets of this image in accorance 6ith his^her
o6n musical an hearing conception a"out the logic of the evelopment of its
artistic content0 The soun image 6hich emerges in the imagination of a
performer "ears an imprint of his^her iniviuality0 The performer?s attitue
to6ars the outsie 6orl- his^her temperament- peculiarities of his^her thinking
are reflecte in the ynamism of the musical image create "y him^her- in the
emotional saturation of the image an also in his^her choice of eApressive means
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elena Davidova and 7at"ana Minakova
an techniDues of interpretation0 # performer?s interpretation of the composition
is full of intonational an colourful finings 6hich reflect his^her iniviual
musical thinking an are transformations of the Dualities of his^her inner hearing
eAperience- "ut they also eAhi"it a su"Eective emotional attitue0
Hhile revealing the imagery pattern of the composition "y using those
eApressive means that are most appealing to his^her artistic iniviuality- the
performer eno6s the musical image 6ith features characteristic of his^her o6n
inner feelings an relies on his^her o6n su"Eective musical.hearing conceptions0
To put it ifferently- 6hile "eing transforme in the performer?s min- the
musical image acDuires ne6 Dualities 6hich are characteristic of the creative
manner of this concrete performer0
The skill to "e constantly a6are of eAternal an internal hearing
information contri"utes to creating a situation 6hen in the process of musical :
performing activity not a single movement is performe 6ithout the hearing
control0 This leas to ensuring the effectiveness of movements in playing an
relieves physical an muscular tension that hiners the reprouction of a mental
soun picture0 4t also aEusts the su"conscious level of auio.motor links- the so
calle performer?s Fhan that can hearG0 %uch reflection leas to a compleA
eAperience of the unity an integrity of auio.- motor. an mental processes-
6hich allo6s the performer to freely use his^her motor apparatus for revealing
the emotional an imagery content of music0
Thus- the rise in the level of reflection (the increase in the scope of
information in all its moalities) leas to the musician?s "etter comman of
his^her motor apparatus an its coorination 6ith hearing representations0 4f the
level of reflection is high- the situation 6hen the performer might lose the
orientation in the teAt uring the performance (fear "efore the performance is a
constant performers? pro"lem) is practically impossi"le- "ecause the musician is
guie "y an integrate picture of the performance an- if something goes 6rong
6ith one of the moalities- control over the 6hole situation is not lost0 *esies-
the skill to "e al6ays a6are of one?s o6n emotional states in eAtreme situations
of performing at a concert allo6s to control oneself an to focus the attention on
elements of positive an constructive orientation- groune in the feeling of
confience an freeom- rather than in trying to resist fear an cope 6ith anAiety0
During the last ecae a num"er of investigators have foun that the
amount an Duality of practice is the primary factor influencing superior
performance in markely ifferent omains of eApertise (Ericsson- 1rampe P
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elena Davidova and 7at"ana Minakova
Tesch.$onier- 9BB;)0 $ecent research in music practice argues that researchers
must look "eyon the Duantity of practice 6hen eluciating the acDuisition of
skills reDuire for eApert levels of music performance (Hilliamon P Valentine-
8CCC)0 The focus on the iverse an iniviual 6ays in 6hich music stuents
attempt to learn on their o6n may contri"ute to instrumental teachers?
unerstaning of the content an Duality of their stuents? practice0 This may
lea to improve instrumental teaching an assessment of learning an pro"lem
solving0
The construct of self.regulation refers to the egree- to 6hich
iniviuals are metacognitively- motivationally an "ehaviourally active
participants in their o6n learning (cimmerman- 9BB=)0 The centre of self.
regulate learning is strategy selection- monitoring an revision (*orko6ski P
,utuukrisiina- 9BB8)0
%elf.regulation is the process of assessing progress in a given task-
eciing 6hat strategy 6ill improve performance- implementing the strategy an
evaluating again to etermine if the set goal has "een achieve (cimmerman-
8CC9)0 This process may last a varying amount of time- an can continue from
one 6ork^practice session to the neAt0 #ccoring to D0 ,ithaug- moels of self.
regulation inclue iscrepancies- choices- actions- an fee"ack (,ithaug- 9BB;)0
These steps make up a loop in the pro"lem.solving structure0 Each loop
iminishes the amount of iscrepancy "et6een the eApecte an the o"serve
conition0
Learning strategies are generally conceive of as eli"erate or
purposeful processes- originally consciously applie- "ut normally unergoing
automation as a result of evelopment an practice (%chneier P Heinert- 9BBC)0
4f 6e vie6 learning an stuy strategies as activities aime at achieving a
particular goal (Heinstein P ,ayer- 9B7>)- no single learning strategy 6ill 6ork
eDually 6ell for all stuents- an fe6- if any- strategies 6ill 6ork optimally on all
tasks0 The effectiveness of a strategy 6ill "e prone to change as a skill evelops
(cimmerman- 9BB7)0 %everal stuies have illustrate iniviual iversity in the
6ay avance stuents an musicians learn uring practice (Gruson- 9B79Q
,iklas+e6ski- 9B7BQ 'haffin P 4mreh- 9BB@Q (ielsen- 9BB@- 9BBBa- 9BB"Q
Hallam- 9BB8- 9BB<- 8CC9a- 8CC9"Q Gins"org- 9BBB- 8CCC- 8CC8)0
,otivation an self.regulation are important imensions of music
practice (,c/herson P $en6ick- 8CCCQ (ielsen- 9BBBa- "- 8CC9Q ,c/herson P
cimmerman- 8CC8)0 Given that instrumental teaching as an iniviual lesson on
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elena Davidova and 7at"ana Minakova
the stuentKs main instrument took place once or t6ice a 6eek- the self.regulatory
methos that a stuent engages in uring solitary practice are a prime
eterminant of effectiveness (%chunk P cimmerman- 9BB7)0 (o single learning
strategy 6ill 6ork eDually 6ell for all stuents- an fe6- if any strategies 6ill
6ork optimally on all tasks0 The effectiveness of a strategy 6ill even change as a
skill evelops0 #s a result of these changing interpersonal- conteAtual an
intrapersonal conitions- self.regulate learners must engage in cyclical activity
that occurs in three maEor phases5
forethought (methos that precee efforts to learn)Q
performance control (methos that occur uring learning efforts)Q
self.reflection (methos that occur after learning efforts) (cimmerman-
9BB7- 8CCC)0
These self.reflections- in turn- influence forethought regaring
su"seDuent learning efforts- thus completing the self.regulatory circle0 4n this
conception- self.regulation is not seen as a fiAe characteristic- "ut rather as a set
of conteAt.specific methos that stuents select from in orer to accomplish a
task (cimmerman- 9BB=- 9BB7- 8CCC- 8CC9)0 To unerstan these methos of
self.regulation- it is necessary to eAamine 6hether the stuents ecie upon
specific outcomes of learning for each learning perio- 6hether they sought out
opportunities to evaluate their learning efforts- an 6hich criteria they use to
evaluate themselves0
Hhat i the stuents choose to interpret as a 6eakness or a strength of
their performance or activityI Their reflections ha to "e foune on their
perception of 6hat conseDuences certain 6eaknesses 6oul have for the final
performance of the piece- an implie a seDuential orer of su" goals as an ineA
of mastery0 The goal systems of skilful self.regulators are organi+e
hierarchically- so that process goals operate as proAimal regulators of more
istant goals0 They are also more likely to aEust their goals continuously0 *oth
stuents? perception of task emans 6as to focus on technical pro"lems in the
initial learning perio0
The finings in acaemic su"Eects sho6 that aopting a task goal
orientation- in contrast to aopting a"ility.oriente goals- leas to more cognitive
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elena Davidova and 7at"ana Minakova
engagement in stuents- especially in the use of more cognitive strategies
(/intrich P Garcia- 9BB9)0
4n general- these finings 6ere to "e eApecte0 %tuying music in higher
eucation involves perioic interaction in one.to.one music learning situations
"et6een the principal instrument teacher an the stuent0 4t is eApecte that
stuents 6ill practice repertoire on their o6n from one lesson meeting to the
neAt- an thus- stuent progress is facilitate "y iniviual practice 6ith self.
impose pro"lem solving that occurs "et6een lesson meetings ((ielsen- 8CC>)0
This provision of choice an control for stuents in their inepenent practice
gives the stuents the opportunities to set the pace of learning an the 6ay the
task 6ill "e accomplishe0 These aspects can facilitate a task goal orientation
(/intrich P %chunk- 9BB>)0
#ccoring to %0 Hallam- metacognitive strategies are concerne 6ith the
planning- monitoring an evaluation of learning0 They are crucial to all aspects of
practicing- an can "e consiere at the level of a particular task or in relation to
the more glo"al concerns of the musician to maintain or improve the stanar of
their playing0 4n "oth cases- kno6lege of personal strengths an 6eaknesses- the
nature of the task to "e complete- possi"le strategies an the nature of the
learning outcome are important0 There are consiera"le ifferences "et6een
"eginners- novices an eAperts in their kno6lege an eployment of ifferent
practicing an self.regulating strategies (Hallam- 8CCla- 8CC9"Q /itts et al0- 8CCC)-
as 6ell as iniviual ifferences among musicians an novices at the same level
of competence ((ielsen- 9BB@- 9BBBa- 9BBB"- 8CC9- 8CC>)0
%0 Hallam (Hallam- 8CC9") emonstrate that professional musicians
ha 6ell evelope metacognitive skills- incluing self.a6areness of strengths
an 6eaknesses- eAtensive kno6lege regaring the nature of ifferent tasks an
6hat 6oul "e reDuire to complete them satisfactorily- an strategies 6hich
coul "e aopte in response to perceive nees0 This not only encompasse
technical matters- interpretation an performance- "ut also issues relating to
learning itself5 concentration- planning- monitoring an evaluation0 (ovices
emonstrate less metacognitive a6areness- the amount an structure of their
practice tening to "e etermine "y eAternal commitments such as
eAaminations0 The planning an organi+ation of practice may contri"ute to its
effectiveness0
,0 %ilverman consiers some of these issues in orer to iscuss musical
interpretation0 The author opens "y suggesting that there are t6o ivergent vie6s
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elena Davidova and 7at"ana Minakova
of musical performance currently in vogue5 a formalist one an an open (or
su"Eective) one- as 6ell as some interpretive stances in "et6een them0 From these
efinitions she moves on to iscuss the 6ays in 6hich the teaching an
evaluation of performance have "een vie6e "y music eucation (%ilverman-
8CC@)0
%0 Hallam inicates that eApert music performers utili+e su"stantial
planning an a systematic approach to practice sessions- incluing pro"lem
ientification- strategy planning an evaluation (Hallam- 8CC9")- all of 6hich are
components of self.regulate thinking0 'onseDuently- it is logical to teach stuent
musicians to utilise the same practice skills use "y eAperts if 6e hope to offer
stuents the opportunity to fully evelop as musicians0
%tuents are rarely provie guiance on ho6 to approach iniviual
practice to fin the level of success that 6ill ena"le them to reach their potential0
Too often stuents are given the assignment to stuy or practice something on
their o6n 6ithout the unerstaning of ho6 to organise- plan- monitor an
evaluate their progress 6hile 6orking alone (Fry P Lupart- 9B7@)0 Hhen teachers
offer stuents the opportunity to foster metacognitive skills an assist stuents
6hen they are uncertain 6hat to o neAt- learning improves (Fry P Lupart- 9B7@Q
*arry- 9BB8Q *arry P ,c#rthur- 9BB=)0 ,etacognitive operations that can assist
a learner may inclue preicting- checking- monitoring- reality testing- an
coorinating an controlling (Fry P Lupart- 9B7@)0 #ccoring to 40 %alite- 6e
nee to organise the research an learning environment for teacher eucation-
6here action learning- action research- "uiling a share vision an ecision.
making represent the most typical solutions0 Their functioning epens on the
choice of means that initiates these research an learning activities an "ecomes
the "asis for ecision.making support system (%alite- 8CC7)0
%peaking a"out philosophical an empirical pro"lem of criteria
formulation- 10 %6an6ick stresse some reDuirements for criteria in music
peagogy0
They shoul "e clear0
They shoul "e Dualitatively ifferent from each other0
They shoul "e "rief enough to "e Duickly unerstoo- "ut su"stantial
enough to "e meaningful0
$(
!
elena Davidova and 7at"ana Minakova
They shoul "e a"le to "e hierarchically orere in a clear an
Eustifia"le seDuence0
They shoul "e useful in a range of settings- incluing ifferent achieve.
ment levels an musical styles0
They shoul reflect the essential nature of the activity . in our case they
shoul "e true to the nature of music (%6an6ick- 8CC8)0
The authors unerline that in music peagogy 6e can speak a"out
Dualitative rather than Duantitative criteria0 #nalysing concepts of ifferent
researchers (Fry P Lupart- 9B7@Q /intrich P Garcia- 9BB9Q *arry- 9BB8Q /intrich
P %chunk- 9BB>Q /itts et al0- 8CCCa- 8CCC"Q Hallam- 8CCla- 8CC9"Q %6an6ick-
8CC8Q %ilverman- 8CC@ etc0)- the follo6ing criteria of the evelopment of
stuent?s reflective activity 6ere etermine5
unerstaning of aims^o"Eectives-
comprehension of the pro"lem-
strategies for pro"lem solving-
assessment of the activity0
Ta"le 90 Levels- criteria an inicators of the evelopment of stuent?s reflective activity
Criteria In&icator# of the 8
#t
le%el
In&icator# of the A
n&
le%el
In&icator# of the 5
r&
le%el
Understanding of
aims/objectives
. the stuent oes not
reali+e
6hat is to "e one in
the
process of the
acDuisition of a
compositionQ
. the stuent has
ifficulties in
formulating the aimQ
. the set aim is vagueQ
. inconsistency in
etermining
. the stuent can
formulate an
unerstan the
hierarchy of
aimsQ
. the stuent can eAplain
the
$(
"
elena Davidova and 7at"ana Minakova
. the stuent is not a"le
to
formulate the aimQ
. the stuent is una6are
of an
oes not unerstan
the
hierarchy of aimsQ
. the stuent is in a state
of
insurmounta"le
ifficulties-
cannot ifferentiate
"et6een
the essence an
phenomena of
a performance
situation0
hierarchy of aimsQ
. significant
characteristics of a
performance situation
are
insufficiently taken
into
consierationQ
. the process of
formulating
aim^goals is
reprouctiveQ
. the stuent can eAplain
the essence
of the aim- 6ithout
giving a eeper
analysis of the reasons
for the
pro"lem0
essence of the aim an
su"stantiate its
necessityQ
. the process of setting
the aim is
creative0
Comprehension of the
problem
. the stuent
comprehens the
pro"lem superficiallyQ
. 6hile analy+ing the
pro"lem- the
stuent oes not go
eep into
vital aspects of
composition
interpretation (a
. the stuent can
ientify the pro"lem
an eAplain its
essenceQ
. the stuent can
istinguish some
aspects of the pro"lem-
6ithout
tracing the link 6ith
the general
. the stuent
unerstans the
essence of the pro"lem
eeply
an "roalyQ
. the stuent links some
aspects
of the pro"lem 6ith the
general
conception of a
$(
#
elena Davidova and 7at"ana Minakova
superficial
vision of the pro"lem)Q
. the stuent often oes
not see
the interconnection
"et6een the
pro"lem an its
reasonsQ
. the stuent is
freDuently
uncertain 6hether the
pro"lem
has "een correctly
ientifie0
conception of a
compositionQ
. the stuent is
occasionally uncertain
6hether the pro"lem
has "een
ientifie correctly-
"ut oes not
su"stantiate his^her
ou"tsQ
. 6hile ientifying the
pro"lem- the
stuent unerstans
some of its
causesQ
. 6hile analy+ing the
current pro"lem-
the stuent cannot
prognosticate
pro"lems that may
arise in future0
compositionQ
. the stuent is sure that
the
pro"lem has "een
ientifie
correctly an can
su"stantiate
thisQ
. 6hile ientifying the
pro"lem- the
stuent analy+es an
su"stantiates its
reasonsQ
. 6hile analy+ing the
current
pro"lem- the stuent
prognosticates the
pro"lems
6hich may arise in
future0
Strategies for problem
solving
. the stuent cannot
evelop a
pro"lem solving
strategy
inepenentlyQ
. the stuent oes not
"ring the
strategy varia"ility into
focus
. the pro"lem solving
strategy is
reprouctiveQ
. the stuent searches
for some
pro"lem solving
variants together
6ith the lecturerQ
. the pro"lem solving
strategy is
creativeQ
. the stuent searches
for
alternative pro"lem
solving
strategies
$)
%
elena Davidova and 7at"ana Minakova
(oes not see other
pro"lem
solving variants)Q
. the pro"lem solving
strategy
evelope 6ith the
lecturer?s
assistance oes not
comply
6ith the set aimQ
. comprehension of the
pro"lem
is partial0
. the strategy partly
complies 6ith
the set aimsQ
. a superficial analysis
of the essence
of the pro"lem0
inepenently- an
su"stantiates the
peculiarities of
each strategyQ
. the evelope pro"lem
solving
strategy complies 6ith
the set
aimQ
. a eep an varie
analysis of
the essence of
strategy0
ssessment of the
activity
. the stuent cannot
evaluate an
assess the activityQ
. the stuent cannot set
the
criteria for the
assessment of
the activityQ
. the stuent oes not
apply
activity assessing
criteria
offere "y the lecturer0
. the stuent esta"lishes
the strengths
an 6eaknesses of the
activity
6ithout analy+ing an
su"stantiating themQ
. the stuent formulates
the activity
assessment criteria
together 6ith the
lecturerQ
. the assessment of the
Duality of
activity is general (no
etaile
. the stuent compares
an
analy+es the eApecte
an real
resultsQ
. the stuent can
ientify the
strong an 6eak points
in the
performing activity "y
analy+ing an
su"stantiating
themQ
. 6hile assessing the
Duality of the
$)
$
elena Davidova and 7at"ana Minakova
analysis is given)Q
. uring the assessment
process- the
stuent cannot "ring
the pro"lem
into focus an
comprehen the
reasons for the
pro"lemQ
. the stuent assesses
some aspects of
activity0
activity- the stuents
gives a
thorough analysis of
some of its
aspectsQ
. uring the assessment
process-
the stuent "rings the
pro"lem
into focus an analy+es
its
reasonsQ
. the assessment is
varie0
The information reveale in this stuy 6ill enhance a proper
unerstaning of the strategies that stuents apply in instrumental music practice
an 6ill- therefore- form a founation for more efficient teaching an learning in
instrumental music eucation0 The insight into ho6 stuents self.regulate uring
music practice 6ill provie a "asis on 6hich instrumental music peagogy can
"etter irect all stuents to utili+e practice time- an thus reach their musical
performance potential0
$)
&
elena Davidova and 7at"ana Minakova
Concl$#ion#
#naly+ing ifferent approaches to the pro"lem of the concept FreflectionG- 6e
shoul point to the eAistence of t6o traitions in the interpretation of reflective
processes5
the reflective analysis of consciousness leaing to the eAplanation of the
meanings of o"EectsQ
reflection as unerstaning the sense of interpersonal communication0
4n relation to this- it is necessary to single out such reflective processes
as critical thinking- self.unerstaning an unerstaning others- self.assessment
an assessment of others0
4n the conteAt of the transition of music teachers? eucation to the
principles of sustaina"le evelopment- the importance of the evelopment of
music teachers? reflective position5 in this situation teachers "ecome the main
creators an users of the information of peagogical situation0
$eflection is one of the mechanisms- 6hich allo6s the music teacher to
"e a strategist in professional practice0 4ts importance is firstly out to the fact that
in the process of reflecting the factors of music.peagogical reality- there appears
an gets create the iniviual personal.professional concept- as 6ell as the
system of moral.professional aims- norms- reDuirements- principles an values0
The teacher?s reflective activity is a polysemantic notion- incluing the teacher?s
kno6lege analysis "oth of his^her o6n personality an peagogical activity- an
of the learner?s personality an the stuy process peculiarities of the concrete
class- 6ith the aim of the learner?s personality evelopment on the "asis of
humani+ation of the stuy process0
#nalysing concepts of ifferent authors- the follo6ing criteria of the
evelopment of stuent?s reflective activity 6ere etermine5
unerstaning of aims^o"EectivesQ
$)
'
elena Davidova and 7at"ana Minakova
comprehension of the pro"lemQ
strategies for pro"lem solvingQ
assessment of the activity0
!eference#
#ler- %0 (9BB9)0 The reflective practitioner an curriculum of teacher eucation0
o'rnal oA ;d'cation Aor 7eachin/, -. (8)0
#rgyris- '0 (9BBC)0 :verco3in/ or/ani4ational deAences0 *oston- ,#5 #llyn P
*acon0
*al6in- G0 #0 (9B7C)0 /oint of vie65 4mproving the stuent teaching eAperience0
M'sic ;d'cators o'rnal, ,,, =>:<90
*arry- (0 H0 (9BB8)0 The eAAects of practice strategies- iniviual ifferences in
cognitive style- an gener upon technical accuracy an musicality of stuent
instrumental performance0 Ps<cholo/< oA M'sic, 26, 998:98;0
*arry- (0 H0 P ,c#rthur- V0 (9BB=)0 Teaching practice strategies in the music
stuio5 # survey of applie music teachers0 Ps<cholo/< oA M'sic, 22, ==:<<0
*erkey- $0- 'urtis- T0- ,innick- F0- cietlo6- 10- 'amp"ell- D0 P 1irchner- *0 H0
(9BBC)0 'olla"orating for reflective practice0 ;d'cation and Ur)an Societ<, 22
(8)- 8C=:8;80
*ourieu- /0 P HacDuDnt- L0 (9BB8)0 An invitation to reAleMive sociolo/<0
)Afor5 /olity /ress0
*orko6ski- *0 !0 G0 P ,utuukrisina- (0 (9BB8)0 ,oving metacognition into the
classroom5 F6orking moelsG an effective strategy teaching0 4n ,0 /ressley- 10
$0 ,auris P !0 T0 Guthrie (Es0)0 Pro3otin/ acade3ic co3petence and literac<
in schoolB %an Diego5 #caemic /ress0
*rookfiel- %0 D0 (9BB<)0 2eco3in/ a criticall< reAlective teacher0 %an Francisco-
'#5 !ossey.*ass0
$)
(
elena Davidova and 7at"ana Minakova
*ur"ules- (0 '0 (9BB;)0 Dialo/'e in teachin/U theor< and practice0 (e6 &ork5
Teachers 'ollege /ress0
'haffin- $0 P 4mreh- G0 (9BB@)0 /ulling teeth an torture5 musical memory an
pro"lem solving0 7hinkin/ and Reasonin/- ;- ;9<:;;>0
'ipin- G0 ,0 (E0) (8CC;)0 Ps<cholo/< oA 3'sic activit<U theor< and practiceB
,osco65 /u"lishing 'entre F#caemiaG0
'ranton- /0 (9BB=)0 Understandin/ and pro3otin/ transAor3ative learnin/U a
/'ide Aor ed'cators oA ad'ltsB %an Francisco- '#5 !ossey.*ass0
Daviov- V0 V0 (9B7B)0 7he developin/ teachin/B ,osco65 /eagogy0
Daviova- !0 (8CCC)0 The evelopment of future teacher?s reflective activity0
7oda<Gs reAor3s Aor to3orro9Gs schoolGsU A7;; Sprin/ Universit< 2666B
1laipea5 1laipeas universitetas- <=:<70
Daviova- !0 P ,inakova- T0 (8CC7)0 Development of music teacher?s reflective
activity in the conteAt of sustaina"le evelopment5 Theoretical aspect0
Proceedin/s oA the ,
th
$nternational ConAerence OS'staina)le Develop3entB
C'lt'reB ;d'cationPB Eskisehir- Turkey- ==N@C0
Daviova- !0 P cnutinsh- E0 (8CC9)0 7he 3'sic teacherGs proAessional
develop3ent in diAAerent kinds oA peda/o/ical activit<B /aper presente at the 8
n
international research in music eucation conference- ;:@ #pril- 8CC9- EAeter-
Unite 1ingom0
De6ey- !0 (9B;;)0 Qo9 9e thinkU a restate3ent oA the relation oA reAlective
thinkin/ to the ed'cative process0 LeAington- ,#5 Heath0
De6ey- !0 (9B;7)0 Lo/icU the theor< oA inV'ir<0 Troy- ,)5 Holt- $inehart P
Hinston0
Ericsson- 10 #0- 1rampe- $0 T0 P Tesch.$omer- '0 (9BB;)0 The role of
eli"erate practice in the acDuisition of eApert performance0 Ps<cholo/ical
Revie9, -66, ;>;:=C>0
$)
)
elena Davidova and 7at"ana Minakova
Fry- /0 %0 P Lupart- !0 L0 (9B7@)0 Co/nitive processes in childrenDs learnin/B
%pringfiel- 4L5 'harles '0 Thomas0
Gins"org- 40 (8CC8)0 'lassical singers learning an memorising a ne6 song5 #n
o"servational stuy0 Ps<cholo/< oA M'sic, 36, <7:9C90
Gins"org- 40 (8CCC)0 )ff "y heart5 EApert singers? memorisation strategies an
recall for the 6ors an music of songs0 Proceedin/s oA the ,th $nternational
ConAerence on M'sic Perception0 1eele- U15 Department of /sychology- 1eele
University- <8<N<;B0
Gins"org-- 40 (9BBB)0 Sin/in/ )< heartU 3e3orisation strate/ies Aor the 9ords
and 3'sic oA son/sB /aper presente at the first European 'onference on
$esearch $elevant to the Hork of ,usic #caemies an 'onservatories- 8N<
%eptem"er- in Lucerne0
Gruson- L0 ,0 (9B79)0 @hat distin/'ishes co3petenceU an investi/ation oA piano
practisin/B Unpu"lishe /hD issertation in 'anaa- University of Haterloo0
Hallam- %0 (9BB8)0 Approaches lo learnin/ and perAor3ance oA eMpert and novice
3'siciansB Unpu"lishe /hD issertation0 Lonon5 University of Lonon0
Hallam- %0 (9BB7)0 $nstr'3ental teachin/B )Afor5 *iles Lt0
Aallam, 5. +&%%6,. *usic psychology in education. ?ondon:
0niversity of ?ondon.
Aallam, 5. (9BB<)0 _'alitative chan/es in practice and learnin/ as 3'sical
eMpertise developsB /aper presente at the 7th international conference on
evelopmental psychology- 1rako60
Aallam, 5. (8CC9a)0 The evelopment of eApertise in young musicians5
strategy use- kno6lege acDuisition an iniviual iversity0 M'sic ;d'cation
Research, 3, .N23B
Aallam, 5. (8CC9")0 The evelopment of metacognition in musicians5
4mplications for eucation02ritish o'rnal oA M'sic ;d'cation, -8 (9)- 8@:;B0
$)
6
elena Davidova and 7at"ana Minakova
Heikkila- #0 P Lonka- 10 (8CC>)0 %tuying in higher eucation5 stuent?s
approaches to learning- self.regulation- an cognitive strategies0 St'dies in
Qi/her ;d'cation, 3-, BB:99@0
4nstitute of Environmental %tuies (9BBB)0 ;d'cation Aor s'staina)ilit<B
$nte/ratin/ environ3ental responsi)ilit< into c'rric'laU a /'ide Aor U8S@
Kac'lt<B The University of (e6 %outh Hales0
1agan- D0 (9BB8)0 /rofessional gro6th among preservice an "eginning teachers0
Revie9 oA ;d'cational Research, ,2, 98B:>B0
1ashapov- ,0 ,0 (8CCC)0 Ps<cholo/< oA peda/o/ical thinkin/B %aint./eters"urg5
#leteEa0
1eane- $0 (9B7@)0 The ou"ting Eourney5 # learning process of self.
transformation0 4n D0 *ou P V0 Griffin (Es0)0 Appreciatin/ ad'ltsG learnin/U
Aro3 perspective the learnersB Toronto5 )ntario 4nstitute for %tuies in Eucation
/ress0
1ing- /0 ,0 P 1itchener- 10 %0 (9BB=)0 Developin/ ReAlective 'd/3ent0 %an
Francisco- '#5 !ossey.*ass0
1ukk- #0 P Talts- L0 (8CC@)0 Teachers? self.assessment of their professional
skills accoring to the teachers? professional stanar0 o'rnal oA 7eacher
;d'cation Aor S'staina)ilit<, 8, 9=:8=0
Larrivee- *0 (8CCC)0 Transforming teaching practice5 *ecoming the critically
reflective teacher0 ReAlective Practice, - (;)- 8B;:;C@0
La6son- H0 (9B7<)0 ReAleMivit<U 7he post*3odern predica3entB Lonon5
Hutchinson0
Lee- H0 $0 (9BB9)0 Empo6ering music teachers5 # catalyst for change0 M'sic
;d'cators o'rnal, .8, ;>:B0
Lefevr- V0 #0 (8CC;)0 ReAlectionB ,osco65 'ogito 'entre0
$)
!
elena Davidova and 7at"ana Minakova
Lisle- #0 (8CC>)0 ,aintaining interaction at the +one of proAimal evelopment5
Through refleAive practice an action research0 7eacher Develop3ent, -6, 99@:
9=;0
,atthe6s- *0 P !assel- !0 (9BB7)0 $eflective an refleAive practice0 7eachin/ in
hi/her ed'cation, 3(8)- 8;9:8=;0
,c/herson- G0 E0 P $en6ick- !0 ,0 (8CCC)0 %elf.regulation an musical practice5
# longituinal stuy0 4n '0 Hoos- G0 Luck- $0 *rociliar- F0 %unnon P !0 #0
%lo"oa (Es0)- Proceedin/s oA the siMth international conAerence on 3'sic
perception and co/nitionB 1eele- U15 1eele University- Department of
/sychology0
,c/herson- G0 E0 P cimmermann- *0 !0 (8CC8)0 %elf.regulation of musical
learning5 a social cognitive perspective0 4n $0 'ol6ell an '0 $icharson (Es0)-
7he ne9 hand)ook oA research on 3'sic teachin/ and learnin/ (pp0 ;8@N;=@)B
)Afor5 )Afor University /ress0
,e+iro6- !0 (9B@7)0 /erspective transformation0 Ad'lt ;d'cation, 28, 9CC:99C0
,e+iro6- !0 (9BB<)0 Transformation Theory of #ult Learning0 4n ,0 $0 Helton
(E0)- DeAence oA the liAe 9orld (pp0 ;BN@C)0 (e6 &ork5 %uny /ress0
,e+iro6- !0 (9BB9)0 7ransAor3ative di3ensions oA ad'lt learnin/0 %an Francisco-
'#5 !ossey.*ass0
,iklas+e6ski- 10 (9BBB)0 # case stuy of a pianist preparing a musical
performance0 Ps<cholo/< oA M'sic, -., B<:9CB0
,ithaug- D0 E0 (9BB;)0 SelA*re/'lation theor<U ho9 opti3al ad"'st3ent
3aMi3i4es /ainB Hestport- 'T5 /raeger0
,itina- L0 ,0 (8CC=)0 Ps<cholo/< oA la)o'r and teacher proAessional
develop3ent0 ,osco65 /u"lishing 'entre F#caemyG 0
(ielsen- %0 G0 (9BBBa)0 Learning strategies in instrumental music practice0 2ritish
o'rnal oA M'sic ;d'cation, -,, 8@<:8B90
$)
"
elena Davidova and 7at"ana Minakova
(ielsen- %0 G0 (8CC>)0 Preparin/ Aor the 7eachin/ ;ventU Kro3 /'ided practice
to selA*i3posed pro)le3 solvin/B /aper presente at the $eflective 'onservatoire
'onference- 9>.9B Fe"ruary- at the Guilhall %chool of ,usic an Drama-
Lonon- U10
(ielsen- %0 G0 (9BBB")0 $egulation of learning strategies uring practice0
Ps<cholo/< oA M'sic, 2. (8)- 897N8B0
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(ielsen- %0 G0 (9BB@)0 %elf.regulation of learning strategies uring practice5 #
case stuy of a church organ stuent preparing a musical 6ork for performance0
H0 !orgensen P #0 '0 Lehmann (Es0)0 Does Practice Make PerAectS C'rrent
7heor< and Research on $nstr'3ental M'sic PracticeB )slo5 The (or6egian
%tate #caemy of ,usic0
/etrovky- #0 V0 (E0)0 (9BB>)0 $ntrod'ction to Ps<cholo/<B ,osco65 /u"lishing
'entre F#caemyG 0
/intrich- /0 $0 P Garcia- T0 (9BB9)0 %tuent goal orientation an self.regulation
in the college classroomB 4n ,0 L0 ,aehr P /0 $0 /intrich (Es0)- Advances in
3otivation and achieve3entB Green6ich- 'T5 !#4 /ressB
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research and ed'cationB Engle6oo 'liffs- (!5 /rentice Hall0
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/onomarev- !0 #0 (9B@>)0 7he ps<cholo/< oA creative 9orkB ,osco65 %cience0
$)
#
elena Davidova and 7at"ana Minakova
$icharson- V0 (9BBC)0 The evolution of reflective teaching an teacher
eucation0 4n $0 T0 'lift- H0 $0 Haiston- P ,0 '0 /ugach (Es0)- ;nco'ra/in/
reAlective practice in ed'cation0 (e6 &ork5 %tate University of (e6 &ork /ress0
$u"instein- %0 (9B@>)- Pro)le3s oA /eneral ps<cholo/<0 ,osco65 %cience0
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actionB (e6 &ork5 *asic *ooks0
%ilverman- ,0 (8CC@)0 ,usical interpretation5 /hilosophical an practical issues0
$nternational o'rnal oA M'sic ;d'cation, 25 (8)- 9C8 :99@0
%lastenin- V0 #0 (8CC<)0 $eflective culture an teacher?s professionalism0
Peda/o/ical ;d'cation and Science, 3, ;@:=80
%lastenin- V0 #0 P /oimova- L0 %0 (9BB@)0 Peda/o/<U innovative activit<B
,osco65 /u"lishing House F,agistrG0
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%
elena Davidova and 7at"ana Minakova
%parks.Langer- G0 P 'olton- #0 (9BB9)0 %ynthesis of research on teachers?
reflective thinking0 ;d'cational Leadership, 48 J>)- ;@:==0
%teier- F0 (E0)0 (9BB9)0 Research and ReAleMivit<B Lonon5 %age0
%tepanov- %0 !0 (8CCC)0 ReAlective Practice oA Creative Develop3ent Aor People
and :r/anisationsB ,osco65 %cience0
%6an6ick- 10 (8CC8)0 M'sical kno9led/eU int'ition, anal<sis and 3'sic
ed'cationB (e6 &ork5 $outlege- Falmer0
Taylor- E0 H0 (9BB7)0 7he theor< and practice oA transAor3ative learnin/U a
critical revie9B $nAor3ation Series 8 3.4B 'olum"us5 E$4' 'learinghouse on
#ult- 'areer- an Vocational Eucation- the )hio %tate University0
Usher- $0 %0 P *ryant- 40 (9B7B)0 Ad'lt ed'cation as theor<, practice and
researchU the captive trian/le0 (e6 &ork5 $outlege- 'hapman an Hall0
Valli- L0 (9BB@)0 Listening to other voices5 # escription of teacher reflection in
the Unite %tates0 Pea)od< o'rnal oA ;d'cation, .2, >@:770
Har- V0 (8CC=)0 The performance teacher as music analyst5 # case stuy0
$nternational o'rnal oA M'sic ;d'cation, 22 (;)- 8=7:8><0
Heinstein- '0 E0 P ,ayer- $0 E0 (9B7>)0 The teaching of learning strategies0 4n
,0 '0 Hitrock (E0)- Qand)ook oA research on teachin/B (e6 &ork5 ,c,illan0
Hilliamon- #0 P Valentine- E0 (8CCC)0 Uuantity an Duality of musical practice
as preictors of performance Duality0 2ritish o'rnal oA Ps<cholo/<, 1-, ;<;:
;@>0
cehm- %0 !0 P 1ottler- !0 #0 (9BB;)0 :n )ein/ a teacherU the h'3an di3ension0
(e6"ury /ark- '#5 'or6in /ress0
cimmerman- *0 !0 (8CCC)0 #ttaining self.regulation5 a social cognitive
perspective0 4n ,0 *oekaerts- /0$0 /intrich P ,0 ceiner (Es0)- Qand)ook oA
SelA*re/'lationB %an Diego5 #caemic /ress0
$6
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elena Davidova and 7at"ana Minakova
cimmerman- *0 !0 (9BB7)0 Developing self.fulfilling cycles of acaemic
regulation5 #n analysis of eAemplary instructional moels0 DB QB Sch'nk [ 2B B
5i33er3an (Es0)0 SelA*re/'lated Learnin/U Kro3 teachin/ to selA*reAlective
practice0 (e6 &ork5 Guilfor /ress0
cimmerman- *0 !0 (9BB=) Dimensions of acaemic self.regulation5 a conceptual
frame6ork for eucation0 4n D0 H0 %chunk P *0 !0 cimmerman (Es0)- SelA*
re/'lation oA learnin/ and perAor3anceU iss'es and ed'cational i3plications0
(e6 !ersey5 Erl"aum0
cimmerman- *0 !0 (8CC9)0 Theories of self.regulate learning an acaemic
achievement5 an overvie6 an analysis0 4n D0 H0 %chunk P *0 !0 cimmerman
(Es0)- SelA*re/'lated learnin/ and acade3ic achieve3entU theoretical
perspectives (pp0 9N;7)0 ,ah6ah- (!5 La6rence Erl"aum #ssociates0
$6
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Uni%er#itie# in Africa cannot CaitB fac$lt3 +erce+tion
of lea&er#hi+= E$alit3 ,ana'e,ent for #$#taina*le
&e%elo+,ent
(6achuk6u /rince )lolu"e- Daniel Elemchuk6u
Eg"e+or- /ater !ames /kolovie
Universit< oA Port Qarco'rt, 8i/eria
(kereu6em %tephen Ekpenyong
8:Y;8A Universit<, :/'3e, 8i/eria
A*#tract
Several AArican states have displa<ed lack oA 'r/enc< in pressin/ 'niversities
to i3prove the 9a< the< prepare the h'3an reso'rces )ases oA their national
econo3iesB A si/niAicant aspect oA the /lo)al reAor3 3ove3ent in the p')lic
sector vis*W*vis hi/her ed'cation is to 3aintain )alance )et9een /reater
instit'tional a'tono3< and p')lic acco'nta)ilit<B 7his is partic'larl< evident in
the areas oA teachin/ and research, leadership and 3ana/e3ent Aor s'staina)le
develop3entB -he purpose of this research is to speciAicall< eval'ate the
eMistin/ leadership st<les and 3ana/e3ent practices in 'niversities in 8i/eria
'sin/ 7otal _'alit< Mana/e3ent 3odel to identiA< so3e eMcellence*related
Aactors associated 9ith s'ccess in the 3odelB -his research study fulfilled
the need to provide the p')lic sector ad3inistrators, polic< 3akers,
planners and researchers that are interested in e3pirical inAor3ation 3ethods
that 3i/ht help the3 i3prove the V'alit< oA 'niversities with a framework
and guide for assessing and planning towards sustainable
improvement in the /igerian education. 7his eMploration is a s'rve<
research desi/nB 7he pop'lation oA the st'd< consists oA 'niversit< lect'rersB A
V'estionnaire 9as 'sed Aor data /atherin/ thro'/h a p'rposeA'l sa3plin/
proced'reB 7he data 9ere anal<4ed thro'/h the 'se oA V'antitative research
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proced'resB 7he Aindin/s are that instit'tions need to adopt a holistic approach
to the 3ana/e3ent oA chan/es that addresses a 9ide ran/e oA iss'es related to
eAAective leadership and 3ana/e3ent, staAA develop3ent str'ct're and s<ste3s
reAor3, and eAAective Ainancial 3ana/e3entB
Key wordsU Aac'lt< perceptionE leadershipE V'alit< 3ana/e3entE s'staina)le
develop3entB
Intro&$ction
University eucation in (igeria has "een a neglecte enterprise0 'ommissione
reports- research pu"lications an acaemic e"ates on the nee for higher
eucation reform from the esta"lishment of higher eucation in the early 9B>Cs
into the late 8CC7 coul not yiel any result "ecause of fragmente an piecemeal
action "y the government0 4nfluential fact fining reports an research
pu"lications are scarcely cross.reference ()lolu"e- 8CC7)0 Hith University
eucation lo6 in the priorities of maEor government issues- surge in acaemic
stanars is not surprising0 Ho6ever- university accreitation- licensure- an
certification are "eing reconstructe in funamental 6ays0 The impact of this is
the creation of an entire historical era in the professionali+ation of university
eucation that 6ill "e eDual in significance to other measure to ensure sustaina"le
evelopment in line 6ith the ,DGs
Eucation an evelopment play a crucial role0 The current glo"al
higher eucation reform movement is leaing to some interesting comparisons
6ith the situation in (igeria ()lolu"e P U"ogu- 8CC7Q )lolu"e- 8CC7)0
Funamental to this reform movement is the nee to enhance managerial
capa"ility in the face of the greater responsi"ilities 6hich enhance autonomy
"rings 6ith it0 The meaning of autonomy- ho6ever- is a compleA issue an
cannot "e ivorce from the parallel theme of accounta"ility (,auch P %a"loff-
9BB<Q )lolu"e- 8CC>a)0
The stuy of leaership in Duality improvement as a vehicle for higher
eucation reform is not a ne6 phenomenon0 4f eucational reform 6as to "ecome
effective an prouce measura"le results- elements of Duality management
neee to "e present in improvement efforts (Detert P !enni- 8CCC)0 $esearch in
the fiel of higher eucation as a pu"lic sector agency shoul recogni+e the
significance of leaership an management as rivers of Duality improvement0
Greater acaemic management is tie to the transformational- evelopmental an
visionary continuums of leaership0 $esearch on the roles of organisational
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leaership functions to influence or enhance the performance of organi+ations
an their chances of survival ()ga6a P *ossert- 9BB@)0
The purpose of this research is to relate the finings from research
stuies to the situation currently facing institutional managers in the increasingly
autonomous universities in (igeria0 EAamples 6ill "e ra6n from 6ell.
ocumente recent stuies on the theme of reform an change in higher
eucation an that of the $epu"lic of (igeria as little has yet "een 6ritten a"out
this omain of stuy0 The enthusiasm to 6rite this research paper 6as inspire "y
the esire to eAamine the effect of university leaership an management
processes an the stanar of eucation0 %tanar in this conteAt is the egree of
eAcellence reDuire for a particular purposeQ it is an accepte or approve
eAample against 6hich phenomenon are Euge or measure ()lolu"e P U"ogu-
8CC7)0 The o"Eectives of this research are mae to orer for the stuy of faculty
perception of leaership- Duality management for sustaina"le evelopment in
(igerian university systems- 6ith the vie6 to ascertain the egree to 6hich
leaership an management factors impact on faculty performances0 %pecifically-
the stuy aresse four "asic o"Eectives5
theoretically an empirically eAamine leaership- Duality management
practices an evelopment in the university as an organi+ationQ
stuy the "ehaviour an attitues of university aministrators 6hen
selecting an making appropriate ecision for 6hich access is provieQ
eAamine the consultation an ecision.making processes neee for
selection- processing an aministrative managementQ
ocument the costs incurre an avoie evelopment roles university
aministrators play in improving Duality0
To aress the a"ove o"Eectives the research hypotheses 6ere formulate0
There is no significant relationship "et6een the "ehaviour an attitues
of university aministrators in their ecision making0
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There is no significant relationship "et6een the consultation an
ecision.making processes neee for selection- processing- an
aministrative management0
There is no significant relationship "et6een the costs incurre an
avoie evelopment roles of university leaers0
There is no significant relationship "et6een the ifferences in leaership
styles an university evelopment0
There is no significant relationship "et6een responents emographic
information an the perceive university evelopment0
S$alit3 ,ana'e,ent ,o&el#
Total Uuality ,anagement (TU,) 6as first introuce as a "usiness
management approach in the post.Horl Har 44 era 6hen 'ros"y- Deming an
!uran successfully reinvente the !apanese economy (,art\ne+.Lorente-
De6hurst P Dale- 9BB7)0 4n the early 9B7Cs- #merican "usiness leaers looke
to the philosophy- principles- an Duality management tools to improve the
economy0 ,ore recently- eucation aministrators an leaers have "egun to
recogni+e the potential for Duality management applie to eucational
organi+ations (Gol"erg P 'ole- 8CC8)0
The success of Duality aministration an management is "ase on
several Duality moels0 ,uch of perspectives an popular literature on TU,
su"scri"es that TU, is FuniversalG in its application a"ility ;!anpen- /alaprom
an Horaal- 8CC<)0 Formal eucation moels such as the ,alcolm *alrige
(ational Uuality #6ar moel in U%#- the European founation for Uuality
,anagement (EFU,) moel in Europe an Deming #pplication /ri+e moel in
!apan 6ere evelope to evaluation eucational Duality management an the
success relate to them0 These moels have a num"er of common elements0
TU, moels can serve as a prototype for implementing Duality improvement
programmes in manufacturing an service.sector settings0 ,ost research stuies
on the effect of TU, on organi+ational performance focuse on analy+ing the
relationships "et6een the implementation of ifferent organi+ational elements
an their performances0 The causal analysis results sho6 that ynamism-
munificence an compleAity influence the egree of implementation of the main
TU, principles (/raEogo P %ohal- 8CC>)0 TU, is a process of involving
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everyone in an organi+ation in continuously improving all proucts an processes
to achieve- on every occasion- Duality that satisfies customers? nees0 4t connects
everyone in the organi+ation through team 6ork- trust an empo6ermentQ
continuous improvementQ ientification of customers an their nees- an then
focusing on themQ an using tools an techniDues to Eointly resolve Duality
pro"lem ((aylor- 9BBB)0
The most relevant effects of TU, emerge as a result of the
environmental ynamism- an the least effects are ue to munificence0 %imilarly-
the imensions of TU, have an impact on ifferent types of performance0 The
moel can "e use "y organi+ations to assess their level of TU, success
epening on specific environmental characteristic (Tari P %a"ater- 8CC=)0 TU,
sho6s a strong preictive po6er against Duality performance "ut no significant
relationship against innovation performance0 )n the other han- technology an
$PD management sho6s a significant relationship 6ith Duality performance "ut
at a lo6er level than that of TU,- an sho6s much stronger relationship 6ith
innovation performance (Daniel P #mrik- 8CC>)0 Ho6ever- at its core- some
researchers (e0g0 Da6son- 9BB=) vie6 TU, as a simple iea "ecause it is
presume that the search for competitive avantage through Duality is "est
sustaine "y applying "asic ieas right across an organi+ation0 4n spite of strong
arguments for Duality programmes- many companies have not carrie out
changes successfully using TU, "ecause many plants have pro"lems that nee
to "e resolve either as a prereDuisite of a Duality program or separately from it0
S$alit3 ,ana'e,ent in or'ani(ation#
For many years- Duality management has "een an important strategic tool for
manufacturing an service firms striving to attain competitive success (Tan P
Hisner- 8CC9)0 4ntense glo"al competition has force many 6orl.class
organi+ations an institutions to re.eAamine management Duality as they seek to
enhance Duality of proucts an services an overall competitiveness (%ymons P
!aco"s- 9BB<)0 4t 6as reporte that for many years no6 total Duality management
(TU,) has "een recogni+e "y manufacturing eAecutives to "e an important
strategic issue for achieving eAcellence in operation0 This emphasis on Duality is
crucial for t6o reasons5 (9) customers are "ecoming increasingly conscious of
Duality in their choice of proucts an servicesQ (8) increase Duality leas to
increase prouctivity an its associate "enefits (,alhotra- %teele P Grover-
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9BB=Q Le6is- Gooman P Fant- 9BB<)0 #lso- as the a6areness of Duality has
gro6n- Duality management efforts at some institutions have resulte in
improve competitiveness (Henricks P %inghal- 9BB>)- 6hile similar results in
other organi+ations have remaine elusive (Hiam- 9BB;Q Grant- %hani P
1rishnan- 9BB=)0 Ho6ever- *onstingl (9BB8) 6rote- Fas TU, fins its 6ay into
schools- more an more eucators are iscovering the natural fit that Duality
principles an practices have 6ith their o6n aspirations for the continuous
improvement of eucationG0 This has sho6n that eucational leaers are aopting
total Duality management as their operational philosophy0
#s interest in Duality continue to increase "ecause of response to
competitive avantage hel "y !apanese firms over their European an #merican
rivals (Hall- 9BB>)- researchers continue to efine Duality from a variety of
perspectives ()llila- 9BB<)0 There are also concerns among researchers a"out
Duality as a strategic competitive factor0 Uuality is a maEor factor in achieving
competitiveness for meeting future competitive challenges0 4n toay?s avance
markets 6hose si+e an num"er are gro6ing- consumers have a greater say an
occupy an increasingly high position in the nee pyrami 6here the Duality of
proucts an services is consiere a pre.reDuisite for the Duality of life (,au-
9BB7)0
4n aition- the U(E%') report on Horl Declaration on Higher
Eucation for the T6enty.First 'entury further share the vie6 that Duality in
higher eucation is a multiimensional concept 6hich shoul em"race all its
functions an activities5 teaching an acaemic programmes- research an
scholarship- staffing- stuents- "uilings- facilities- eDuipment- services to the
community an the acaemic environment0 The report further states that Duality
also reDuires that higher eucation shoul "e characteri+e "y its international
imension5 eAchange of kno6lege- interactive net6orking- mo"ility of teachers
an stuents- an international research proEects- 6hile taking into account the
national cultural values an circumstances0 4t conclues that in orer to attain an
sustain national- regional or international Duality- careful selection of staff an
continuous staff evelopment a necessary- in particular through the promotion of
appropriate programmes for acaemic staff evelopment- incluing
teaching^learning methoology an mo"ility "et6een countries- "et6een higher
eucation institutions- an "et6een higher eucation institutions an the 6orl of
6ork- as 6ell as stuent mo"ility 6ithin an "et6een countries0 The use of ne6
information technology is an important tool in this process- o6ing to its impact
on the acDuisition of kno6lege an kno6.ho6 (U(E%')- 9BB7)0
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Leaers an managers of "oth eucational institutions an inustrial
organi+ations "ecame converte to the pursuit of Duality as the single most
important organi+ational an institutional o"Eective0 Toay- in professional
literature of organi+ational sciences an higher eucation- Duality is among the
most freDuently appearing concepts in scholarly an practitionersK iscussions
(Garvin- 9BB7Q Green- 9BB;Q /eterson et al0- 9BB<Q )aklan- 9BB@) as a central
o"Eective of organi+ational action0 4t is a term often use to encompass multiple
outcomes- effects- an processes that organi+ations pursue in orer to achieve
success0 These competing voices an iscourses among scholars an frontline
acaemics are of a common vie6 that Duality makes the ifference "et6een
success an failure (%allis- 9BB;)0
4n many countries- especially in evelope countries- the esta"lishment
of Duality assurance schemes constitute a response to this concern (#nyamele-
8CC=)0 Ho6ever- accoring to /0 %0 Le6is- %0 H0 Gooman P /0 ,0 Fant (9BB<)-
TU, has an even "roaer focus than Duality assurance for its goals is to manage
the entire organi+ation in a manner that allo6s it to eAcel in the elivery of
proucts an services than meet customers? nees0 4n the university in particular-
Duality comes to "e eApresse in terms of social an iniviual esira"ility as
6ell as for 6hat the iniviual stans for (#nyamele- 8CC=)0
Uni%er#it3 lea&er#hi+ an& ,ana'e,ent
%tatements are often hear a"out the nee for acaemic leaership an the
professionali+ation of the management of acaemic institutions0 Leaership is the
process of influencing people to6ars achievement of organi+ational goals0 This
short efinition contains three key features a"out 6hich authors agree5 goals-
people an influence0 4t emonstrates that leaership is a social process in that it
involves interaction 6ith others to achieve ens ((aylor- 9BBB)0 Leaership plays
a very important role in the performance of an organi+ation- 6hether a "usiness
organi+ation or acaemic institution0 4t lays o6n the infrastructure- policies an
guielines for the ifferent functions of the organi+ation to perform its "est0
University leaership can help achieve eAcellence "y "eing visionary- inspiring-
creative- fleAi"le- an innovative to make university 6ork together 6ith their
faculties to provie the "est service to stuents0 EAcellence in this paraigm is a
generally accepte "est 6ay of oing things in eucation in search of istinction
in teaching an learning situations0 4t is an essential component of "est practice
that creates Duality teaching strategies that prouces improve scholarship
(caEa- 9BB<Q )lolu"e P U"ogu- 8CC7)0 Leaers 6ho unerstoo the importance
of 6orking together 6ith their faculties 6oul evelop a co.operative culture for
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6orking 6ith their faculties (Hong- 8CC9)0 Furthermore- giving support-
eAplanations- an interpreting information so that employees can unerstan- the
a"ility sometimes say FstopG to ra6 a line- to make the heat out of a conflict- to
conclue a e"ate an get o6n to negotiation- an having the courage to put a
stake on an iea- an risk making mistakes can 6e keep our institution from
rifting aimlessly to no purpose ((aylor- 9BBB)0
Goo management strengthens success in a universityKs core "usiness of
teaching an research0 4n higher eucation- leaership is closely ientifie 6ith
the fortunes of universities "ecause they aapt styles an approaches to the
circumstances facing university organi+ations0 They shoul "e a"le to moify
their leaership styles or approaches in orer to ensure appropriateness to the
organi+ational conteAt0 University leaers are responsi"le for the ay.to.ay
management of the university- etermining acaemic activities in conEunction
6ith acaemic "oar an senate- an managing the "uget an resources an
proper use of funs0 #0 ,ayo an E0 Lank (9BB=) pointe out that 6ith the
increi"le pressures on organi+ations toay- it is little 6oner that leaers in
these organi+ations are fining themselves uner tremenous pressures0 Leaers
are responsi"le for setting the key values an irection of the university in regar
to its position in higher eucation an also in the 6ier economy0 They also see
strategic planning an management as key functions (,ilehurst- 9BB;Q *argh-
*ocock P %mith- 8CCC)0 #n it involves important ecisions- for eAample a"out
the si+e of the universityQ resource generation an allocationQ institutional
acDuisition- investment an isposalQ the recruitment an re6ar of acaemic an
other staffQ the creation- closure an merger of epartmentsQ an eAternal roles
an relationships (Henkel- 8CC8)0
%ome themes of management such as financial- personnel- estates- etc0
are vital to fee into the central strategic 6ork of institutional leaership for the
maintenance of the higher eucation institution0 4n terms of financial
management for eAample- acaemic leaers retain an allocate resources to
ena"le them to control the frame6ork for acaemic evelopment an to use
financial incentives as moes of steerage0 Furthermore- Duality assurance
policies- their linkage to resource allocation an their influence upon institutional
an epartmental reputation play an important role in institutional management0
#itionally- the intelligence function of the university is increasingly important
in an unsta"le environment0 Universities use a variety of mechanisms an
personnel 6ithin an outsie the institution to optimise their information0
#caemics are still key sources of intelligence a"out evelopments in teaching
an research an their potential for eAploitation "y the university0 Those
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resources at the isposal of universities to help rive acaemic evelopment- as
6ell as information provision- are no6 more varie0 #ll these evelopments
imply maEor changes in roles- relationships an po6er in higher eucation
institutions (Henkel- 8CC8Q #nyamele- 8CC=Q )lolu"e- 8CC>a- ")0
4n toay?s 6orl- the nee for high.Duality leaership an management
is much pointe out in ifferent conteAts0 Ho6ever- the image of the successful
an talente leaer^manager is a prominent one in moern society0 4n this
conteAt- systems of higher eucation an research are no eAceptions0 Figure 9
sho6s a mini moel of leaership as coming from the heart an management as a
prouct of the hea0
Figure 90 Uualities of a goo leaer an manager
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89ach'k9' Prince :lol')e, Daniel ;le3ch'k9' ;/)e4or, Pater
a3es Pkolovie and 8kere'9e3 Stephen ;kpen<on/
Metho&olo'3 an& +roce&$re#
!e#earch &e#i'n
# survey research esign 6as use in this stuy0 )ur resolve to aopt the survey
research approach is "ecause it systematically assiste us to collect ata from
ientical group of iniviuals 6ho have the same attitues- "eliefs an "ehaviour0
The population of the stuy consiste of senior faculty mem"ers that have gaine
tenure of over < years0 The sampling for this stuy 6as purposive- 6hich is
characteri+e "y the use of Eugment an eli"erate effort to o"tain
representative samples "y incluing the most pro"a"le typical groups in the
sample0 # total of 99C Duestionnaires 6ere istri"ute out of 6hich a convenient
sample si+e consisting 7< (B;0=N) 6as chosen from the B9 Duestionnaires
returne0 The reason for iscaring > Duestionnaires 6as either "ecause of the
6ay they 6ere fille out or some Duestions 6ere not ans6ere0 EAtracts from
leaership^management moels 6ere use to measure levels of leaership an
management styles in ; pu"lic universities in the %outh.%outh geo political +one
out of over 9C universities in the region0 The ata for the stuy 6ere collecte in
the last Duarter of 8CC70
In#tr$,ent
The instrument use for ata collection 6as a Duestionnaire esigne "y the
researchers0 The Duestionnaire 6as mae up of section J#? an J*?0 %ection J#?
consiste of the emographic information that inclues (a) gener- (") age- (c)
level of eucation- () faculty position an (e) present Eo" tenure0 %ection J*?
consiste of 8C relate sources of leaership an management varia"les-
incluing their su".varia"les0 The responents 6ere reDuire to inicate the
eAtent to 6hich they are satisfie or issatisfie 6ith the items0 The responents
consiere each item accoring to a four.point Likert scale- from (=) strongly
satisfie- (;) satisfie- (8) issatisfie an (9) strongly issatisfie0 #ll items
6ere consiere of approAimately eDual Fattitue valueG to 6hich participants
respone 6ith egree of satisfaction an issatisfaction (intensity) (1erlinger-
9B7>Q (6orgu- 9BB9Q )keke P 1polovie- 8CC>)0 The purpose of the research 6as
6ell eAplaine to all the responents0 F0 (0 1erlinger (9B7>) argue that in orer
to have a high response rate- the purpose of the research 6ork must "e eAplaine
to the responents on the first or last page of the research instrument0
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89ach'k9' Prince :lol')e, Daniel ;le3ch'k9' ;/)e4or, Pater
a3es Pkolovie and 8kere'9e3 Stephen ;kpen<on/
Data anal3#i# techniE$e#
The participants? responses 6ere keye into %/%% version 9@0C soft6are of a
computer program an they 6ere analy+e using %imple /ercentage- ,ean %core
an 'hi.%Duare (
8
)

statistics0 He employe chi.sDuare "ecause in pro"a"ility
theory the chi.sDuare istri"ution is one of the most 6iely use0 4t is useful
"ecause easily calculate Duantities can "e proven to have istri"utions that is
approAimate to the chi.sDuare istri"ution if the null hypothesis in true or false0
)ne.6ay.analysis of variance (#()V#) 6as employe to test the relationship
"et6een varia"les an responents? emographic information0 The statistical
significant 6as set at p C0C< to measure if the researcher?s level of confience
o"serve in the sample also eAists in the population (*ryman P 'ramer- 8CC9)0
Vali&it3 an& relia*ilit3
Faculty colleagues 6ho 6ere eAperience in the construction of research
instruments helpe in the valiation of the Duestionnaire0 #s a result of the input
of the eAperts- some items 6ere inclue 6hile a fe6 other items 6ere
restructure0 4n aition- a pilot test 6as conucte prior to 6hen the main
Duestionnaires 6ere istri"ute to etermine ho6 responents unerstoo the
Duestions (&in- 9B7B- 9BB=Q )lolu"e- Eg"e+or P 1polovie- 8CC7)0 The
avantages erive from the pilot test 6ere that ne6 insights 6ere got- the errors
pointe out 6ere correcte an the total comprehensi"ility of the Duestionnaire
6as measure 6hich helpe enrich the final Duestionnaires sent out to the
responents0 To test the consistency 6ith 6hich the research instrument measures
6hat it is suppose to measure- %/%% of a computer program 6as also employe-
an the overall 'ron"ach #lpha relia"ility estimate of C079B 6as o"taine0 Thus-
the instrument 6as consiere to "e very relia"le
!e#$lt# an& &i#c$##ion
De#cri+ti%e anal3#i# of re#+on&ent#F &e,o'ra+hic %aria*le#
Gener an age recore that more than half of the sample si+e 6ere male (( h
<9Q >CN)- 6hile less than half of the responents 6ere female (( h ;=Q =CN)0 )n
average- the responents 6ere <= years of age 6ith the youngest responent
"eing =C an the olest >7 years0 )n level of eucation all the responents (( h
7<- 9CCN) hol a octorate egree0 The responents 6ere categories in t6o
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89ach'k9' Prince :lol')e, Daniel ;le3ch'k9' ;/)e4or, Pater
a3es Pkolovie and 8kere'9e3 Stephen ;kpen<on/
accoring to their faculty positions0 The first group 6ere professors (( =9h
=708N)- 6hile the secon group 6ere senior lecturers (( h ==- ><907N)0 To
o"tain groups of compara"le si+es- Fpresent Eo" tenureG 6as groupe into the
same four categories0 The categories are >:9C years- 99:9< years- 9>:8C years-
an more than 89 years0 #lmost half of the professors (=7N) 6ere engage "y
their present employer "et6een >:9C years0 # fifth (8CN) ha "een employe for
"et6een 99:9< years0 )ne fourth (8<N) ha "een employe "et6een 9>:8C
years- an slightly over a siAth (9@N) ha "een employe "et6een for over 89
years "y their present employers0 )verall- the professors ha a tenure track of
"et6een 9 to ;< years in total from other employers incluing their present
employer0 Hhile the ata for the senior lecturers sho6e that (><N) of them have
a tenure track of "et6een <.9C years- an ;<N ha a track recor of "et6een 99:
9< years0
De#cri+ti%e #tati#tic# of re#+on&ent#F lea&er#hi+ #t3le# an& ,ana'e,ent
+ractice#
The research 6as aiming at etermining 6hether the leaership an management
practices an styles employe are relevant to the eucational evelopment nees
of (igerian universities0 Data from the responents 6ere analy+e using
escriptive statistics an it 6as reveale that the nature of the acceptance of
innovation "y the principal officers (top line university
aministrative^management structures) rate lo6 (, h 80C9- %D h C0@@)- this
implies that responents 6ere most issatisfie 6ith the 6ay proposals for
improvement are turne o6n "y the principal officers an government0 %econ
in the levels of responents issatisfaction 6as on the use of eAcessive
"ureaucratic proceures (, h 90BB- %D h C07B)- that emanate from the
eucational policies an aministration in 6hich they operate0 Thus- they
suggeste that there is no room for fleAi"ility in times of emergencies "ecause of
the too much stanari+e proceure (rule.follo6ing) that ictates the eAecution
of most or all processes 6ithin the universities0 Thir- partnership an
colla"oration 6ithin an amongst faculty staff an top line university
aministrative^management structures eDually rate very lo6 (, h 80CB- D% h
C0@7)0 $esult sho6e that faculty recruitment an selection- placement an
promotions are 6rongly one0 ,aEority of the responents attri"ute favouritism
an tri"alism in most cases0 -his situation is not peculiar to
respondents@ own institutions alone. =uring discussions with
colleagues in other institutions of higher education in the
country, the researchers found that despite the willingness of
$!
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89ach'k9' Prince :lol')e, Daniel ;le3ch'k9' ;/)e4or, Pater
a3es Pkolovie and 8kere'9e3 Stephen ;kpen<on/
the faculties to establish effective environment for higher
education programmes, they are confronted with the same
problem of improper faculty recruitment an selection- placement an
promotions0 Forth- the lo6 levels of control- Duality of inspection an supervision
rate lo6est (, h 90B>- %D h C0B=) in the responents opinion0 5ome of these
problems, they say, are as a result of poor I8-s penetration and
usage among /igerian higher education personnel@s and
practitioners. )verall- the result (, h 9077- %D h C07;) reveale that
responents 6ere issatisfie 6ith the acaemic climate in (igeria "ecause it
oes not encourage research an evelopment0 #s a result- the acaemic hostile
environment is less supportive for real acaemic 6ork0 *oth male an female
responents 6ere fairly eDual in terms of their opinion concerning the 6orking
climate (, h 80C8- %D h C0@=Q , h 80CB- %D h C0@B) respectively0
Anal3#i# of lea&er#hi+ an& ,ana'e,ent +ractice# an& +erfor,ance
To test the relationship "et6een the leaership an management practices use
an the level of eucational performance an evelopment in (igerian
universities- a t6o taile chi.sDuare 6as conucte to test the statistical
significance relationship that eAist "et6een leaership an management practices
an the level of eucational performance0 The result reveale that significant
relationship eAist "et6een the leaership an management practices use an the
lo6 levels of eucation an faculty performance (
8
h 980@=- p 0CC<- f h 8)0 4t
6as suggeste that the lo6 acaemic stanar an poor faculty performances
eAperience in (igerian universities is as a result of poor leaership an
management practices0 (ot surprisingly- (B9N) of the responents as against
C0BN accepte that the Duality of eucation in the 6est is more positive result
oriente than the one eAperience in (igeria0 Hhereas the #()V# analysis
epicte no significant ifference the opinions of the responents "ase on their
emographic information5 gener (F h 0=@9- p 0<8C)Q age (F h 0>=;- p 0<B7)Q
faculty position (F h 0>=8- p 0=;9)Q present Eo" tenure (F h 90>>8- p 09;8)Q
level of eucation (F h 90;7B- p 08;;) respectively0
De#cri+ti%e anal3#i# of re#+on&ent#F an#Cer to the ,a0or o*#tacle#
To emonstrate the presence or a"sence of a relationship amongst varia"les- the
research ata 6ere tallie along responents? egree of satisfaction an
issatisfaction0 The result from the analysis on the constraints facing (igerian
university system from achieving the eucational aims an o"Eectives on the
entire varia"les teste sho6e huge relationships0 $esponents rate the funs
$!
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89ach'k9' Prince :lol')e, Daniel ;le3ch'k9' ;/)e4or, Pater
a3es Pkolovie and 8kere'9e3 Stephen ;kpen<on/
mae availa"le to the eucation inustry (B80;N) as against (@0;N) as one of the
most important pressing pro"lem encountere "y the (igerian university
systems0 The funing- they say- is not sufficient to run the university eucational
system- make aeDuate instructional materials availa"le to stuents an faculty-
finance research an evelopment0 %imilarly- the empirical results reveale that
(7>0BN) compare to (9;09 N)- are issatisfie that aministrative "ottle neck
stans as a maEor limitation to the success in achieving the aims an o"Eectives of
sustaina"le evelopment in (igerian universities0 Hhile (@B0<N) are of the same
opinion that lack of recruitment an selection of competent staff at the right time
a key set"ack to university evelopment against (8C0<N) 6ho are satisfie0
'orresponingly- responents 6ere issatisfie 6ith the ecision.making
processes- information issemination an proEect implementations0 They
attri"ute these factors as contri"uting set"acks for the successful functioning of
the university system- (B907N) (@@09N) an (7>0@N) 6ere issatisfie to these
fact- 6hile (807N)- (880BN) an (9;0;N) iffere respectively0 Faculty eucation
an training 6ere also a maEor pro"lem encountere "y the university
organi+ation0 $esponents? ans6ers esta"lishe that (7808N) compare to
(9@07N) 6ere issatisfie 6ith faculty eucation an training (6orkshops-
seminars- conferences- in.service training)0 #s a final point- the responents rate
very high misappropriation an em"e++lement of pu"lic funs a maEor o"stacle
to university evelopment- an rate political interferences in faculty
appointment as a canker6orm that have eating eep into the fa"ric of the
university eucation system0 Their percentage values almost eDualle that of
inaeDuate funing of the university structure at (B;09N) a (B907N) 6hile
(>0BN) an (708N) respectively hel the opposite vie60 4n general- the results
sho6e that university eucation system in (igeria has a lot of ifficulties
getting in the 6ay of its gro6th an evelopment0
Concl$#ion#
The relationship "et6een Uuality ,anagement (U,) moels an Duality
efinitions 6ere analy+e0 The results confirm the importance an possi"ility of
Duality improvement in (igerian higher eucation communities "y applying U,
moels to eucation leaership an management0 The results in this stuy also
confirm the relevance of the management of human capital in Duality processes0
The stuy sho6e that there are multifacete roles that university
leaers play in affecting Duality management in the university0 %ome of these
approaches in leaership roles consist of ay.to.ay operational eAcellence on
$!
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89ach'k9' Prince :lol')e, Daniel ;le3ch'k9' ;/)e4or, Pater
a3es Pkolovie and 8kere'9e3 Stephen ;kpen<on/
ho6 to create a 6ell.run higher eucation institution0 The stuy sho6e that
some of the leaers aopt strategic roles- 6hich consist of the vision- mission-
an strategy of organi+ation success0 Ho6ever- they ten not to "e effective
aaptation an practices0
These finings sho6 faculty- regarless of their istinct emographic
information having un6avering vie6s that are more funamentally oriente
to6ars leaership styles as having a greater negative impact in university
aministration an management0 This fining 6as not surprising in light of prior
research suggesting eucation personnel recruitment an select approaches that
ten to cause maAimum isruption to effective faculty follo6ership0
The evience- ho6ever- seems to more importantly imply that the nee
for a more aggressive leaership an management improvement approaches are
likely to yiel enough convincing positive outcomes to gain an maintain
commitment an confience from faculties0 The finings are uns6erving 6ith
past research (Green- 9BB;Q )lolu"e- 8CC>a) illustrating the insta"ility of
leaership an management practices that are unattractive in nature0
Leaership an management practices geare to professional
evelopment or ecentrali+e ecision.making structures are less controversial
an attract more appeal amongst faculty0 University leaership an management
are caught in a ilemma if they fail to initiate change that 6ill helpfully affect
faculty morale0 This stuy of (igerian university faculty tens to confirm $0 ,0
Grant- $0 %hani P $0 1rishnan (9BB=)- (0 /0 )lolu"e (8CC>a)- (0 /0 )lolu"e an
#0 /0 U"ogu (8CC7) P %0 '0 #nyamele (8CC=) research 6ork on policy
attractiveness0
Lately- higher eucation is entering an playing an increasing role in the
competitive market in the glo"al economy0 %ta"ility an goo management
unerpin success in universityKs core "usiness of teaching an research0 #s such
university eucation shoul eneavour to ensure stanari+ation an uniformity
in meeting the glo"al trens in the highly competitive eman for eAcellence in
higher eucation programmes aime at proucing highly Dualifie manpo6er
nee0 The governments in #frica shoul em"ark on a comprehensive program of
recapitali+ation of higher eucation0 Therefore- governments shoul move from
the traitional position of paying lip service or little attention to empo6ering
higher eucation programmes to a pro.active stans "y funing- monitoring an
controlling ()lolu"e P U"ogu- 8CC7)0 'onseDuently- there is the nee to "etter
$!
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89ach'k9' Prince :lol')e, Daniel ;le3ch'k9' ;/)e4or, Pater
a3es Pkolovie and 8kere'9e3 Stephen ;kpen<on/
esign higher eucation curricula an infrastructure as 6ell as organi+ational
leaership programmes so that management an faculty can "etter plan for
unanticipate an unintene conseDuences that confront them as they operate0
*ecause Duality leaership an management play key roles ena"ling to help us
"etter manage the compleA information flo6 an to integrate such information
to6ars effective policy formulation an planning to6ars the utmost
maAimi+ation of human capital0
)verall- this stuy suggests possi"le o"Eectives an strategies that
institutional leaers may pursue to enhance an promote greater professionalism
in the management of higher eucation institutions0 Ho6ever- in (igeria?s
institutions of higher eucation- 6e nee more visionary leaers 6ho 6ill set out
the irection of university institutions for the improvement of eucational
practice for the pursuit of eucational Duality0 Leaership an strengthene
management at "oth system an institutional levels are necessary if challenges
facing universities are to "e aeDuately met0
I,+lication an& #$''e#tion for f$rther #t$&ie#
The results of this stuy reveale the importance of unerstaning U, an
eucation improvement an its impact on effective higher eucation management
like guiing university leaers in esigning an structuring their Duality of
management- give researchers irection for further eAploration that might shape
an eAplore initiatives an provie university leaership 6ith a "asis of
unerstaning the impact an the leaership an management practices use in
effecting eucation improvement0
This research stuy mae use of primary an seconary ata sourcesQ
ho6ever- they are su"Eect to istortion0 $esearchers are not inepenent on their
normative an summative evaluation of a research pro"lem- as such- if any part
of this analysis shoul "ear the hallmark of the researchers stance- they shoul "e
overlooke an consiere as part of the researchers o6n over.sight0 *ecause of
some methoological 6eaknesses associate 6ith Duantitative research- a 6ier
survey is highly encourage using the themes of this stuy an other eprivations
in assessing the impact of Duality leaership an management styles in higher
eucation in (igeria in particular0
!eference#
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"
89ach'k9' Prince :lol')e, Daniel ;le3ch'k9' ;/)e4or, Pater
a3es Pkolovie and 8kere'9e3 Stephen ;kpen<on/
#nyamele- %0 '0 (8CC=)0 $nstit'tional 3ana/e3ent in hi/her ed'cationU
leadership approaches to V'alit< i3prove3ent in 'niversit< 3ana/e3entB
8i/erian and Kinnish casesB Helsinki5 Helsinki University /ress0
*argh- '0Q *ocock- !0 P %mith- D0 (8CCC)0 Universit< leadershipU the role oA the
chieA eMec'tiveB *uckingham an /hilaelphia5 The %ociety for $esearch into
Higher Eucation an )pen University /ress0
*onstingl- !0 !0 (9BB8)0 7he V'alit< evol'tion in ed'cationB $etrieve (ovem"er
8- 8CC>
from http5^^6660asc0reaingroom^elea^B899^"onstingl0htm
*ryman- #0 P 'ramer- D0 (8CC9)0 _'antitative data anal<sis 9ith SPSS Release
-6 Aor @indo9sU A ('ide Aor Social Scientists0 /hilaelphia5 $outlege5 Taylor
an Francis Group0
Detert- !0 $0 an !enni- $0 (8CCC)0 #n instrument for measuring Duality practices
in eucation0 _'alit< Mana/e3ent o'rnal , .(;)- 8C:;@0
Garvin- D0 #0 (9BB7)0 ,anaging Uuality5 The %trategic an 'ompetitive Ege0
(e6 &ork5 Free /ress0
Gol"erg- !0 %0 P 'ole- *0 $0 (8CC8)0 Uuality management in eucation5 "uiling
eAcellence an eDuity in stuent performance0 _'alit< Mana/e3ent o'rnal,
1(=)- 7:880
Grant- $0 ,0Q %hani- $0 P 1rishnan- $0 (9BB=)0 Total Uuality ,anagement?s
'hallenge to ,anagement Theory an /ractice0 Sloan Mana/e3ent Revie9,
35(8)- 8<:;<0
Green- $0 T0 (9BB;)0 (lo)al V'alit<U a s<nthesis oA the 9orldGs )est 3ana/e3ent
3ethodsB Home6oo5 4r6in )ne0
Hall- D0 (9BB>)0 Ho6 useful is the concept of total Duality management to the
university of the 9BBCsI o'rnal oA K'rther and Qi/her ;d'cation , 26(8)0
$!
#
89ach'k9' Prince :lol')e, Daniel ;le3ch'k9' ;/)e4or, Pater
a3es Pkolovie and 8kere'9e3 Stephen ;kpen<on/
Henricks- 10 *0 P %inghal- V0 $0 (9BB>)0 Uuality #6ars an the ,arket Value
of the Firm5 #n Empirical 4nvestigation0 Mana/e3ent Science, 42(;)- =9<:=;>0
Henkel- ,0 (8CC8)0 Emerging concepts of acaemic leaership an their
implications for intra.institutional roles an relationships in higher eucation0
;'ropean o'rnal oA ;d'cation, 3.(9)- 8B:=9
Hiam- #0 (9BB;)0 Does V'alit< 9orkS A revie9 oA relevant st'diesB (e6 &ork5
The 'onference *oar0
!anpen- /0- /alaprom- 10

P Horaal- /0 (8CC<)0 /roceeings of the Fourth
4nternational 'onference on e.*usiness- (ovem"er 9B:8C- 8CC<- *angkok-
Thailan0
1erlinger- F0 (0 (9B7>)0 Ko'ndation oA )ehavioral research0 (e6 &orkQ Holt
$ienehart an Hinston0 (0 &0
Le6is- /0 %0- Gooman- %0 H0 P Fant- /0 ,0 (9BB<)0 Mana/e3entU challen/es in
the 2-
st
Cent'r<0 (e6 &ork5 Hest /u"lishing 'ompany0
,au- '0 ( (9BB7)0 Uuality management in eveloping countries0 4n (0 'hristian
,au (E0)- Qand)ook oA total V'alit< 3ana/e3ent0 *oston- Lonon5 1lu6er
#caemic /u"lishers0
,alhotra- ,0 D0 %teele- '0 P Gover- V0 (9BB=)0 4mportant strategic an tactical
manufacturing issues in the 9BBCs0 Decision Sciences, 25(8)- 97B:89=0
,art\ne+.Lorente- #0 $0- De6hurst- F0 P Dale- *0 G0 (9BB7)0 Total Duality
management5 origins an evolution of the term0 7he 7_M Ma/a4ineB -6(<)- ;@7:
;7>0
,auch- !0 E0 P %a"loff- /0 L0 H0 (9BB<)0 $eform an change in higher eucation0
(e6 &ork5 Garlan0
,ayo- #0 P Lank- E0 (9BB=)0 7he po9er oA learnin/U a /'ide to /ainin/
co3petitive advanta/e0 Lonon5 4nstitute of /ersonnel Development0
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89ach'k9' Prince :lol')e, Daniel ;le3ch'k9' ;/)e4or, Pater
a3es Pkolovie and 8kere'9e3 Stephen ;kpen<on/
,ilehurst- $0 (9BB;)0 Leadin/ acade3ic0 *uckingham5 The %ociety for
$esearch into Higher Eucation an )pen University /ress0
(aylor- !0 (9BBB)0 Mana/e3ent0 Harlo65 /rentice Hall0
(6orgu- *0 G0 (9BB9)0 ;d'cational researchU )asic iss'es and 3ethodolo/<B
4"aan5 Hisom /u"lishers0
)aklan- !0 %0 (9BB@)0 4nterepenence an 'ooperation5 The Essentials of Total
Uuality ,anagement 7otal _'alit< Mana/e3ent, 8(8 P ;)- ;9:;<0
)ga6a- $0T0 P *ossert- %0 T0 (9BB@)0 Leaership as an organi+ation Duality0 4n
,0 'ra6for- L0 1y P '0 $iches (Es0)- Leadership and tea3s in ed'cational
3ana/e3entB *uckingham an /hilaelphia5 The )pen University press0
)keke- E0 '0 P 1polovie- /0 !0 (8CC>) 2asic Research Methods and
Statistics0 )6erri5 %pringfiel /u"lishers0
)llila- )0 (9BB<)0 _'alit< $3prove3ent 7hro'/h $S: 1666 StandardsB Can $S:
1666 _'alit< Standards $3prove _'alit<S # classification of *usiness.to.
*usiness 'ompanies0 #caemic Dissertation0 Helsinki5 Helsinki University of
Technology /u"lications0
)lolu"e- (0 /0 P U"ogu- #0 E0 (8CC7)0 4'Ts an istance eucation5 the (igerian
eAperience0 4n #0 'artelli P ,0 /alma (Es)- ;nc<clopedia oA inAor3ation and
co33'nication technolo/< (pp0 ;B>:=CC)B Hershey- /#05 4nformation %cience
$eference0
)lolu"e- (0 /0 (8CC>a)0 Uuality improvement of eucation in (igeria through
EFU, EAcellence moel0 7he AArican s<3posi'3, ,(9P8)- @:880
)lolu"e- (0 /0 (8CC>")0 #ppraising the $elationship "et6een 4'T Usage an
4ntegration an the %tanar of Teacher Eucation /rogrammes in a Developing
Economy0 $nternational o'rnal oA ;d'cation and Develop3ent 'sin/ $C7, 2(;)-
@C:7<0
$"
$
89ach'k9' Prince :lol')e, Daniel ;le3ch'k9' ;/)e4or, Pater
a3es Pkolovie and 8kere'9e3 Stephen ;kpen<on/
)lolu"e- (0 /0 (8CC7) 'omputer communication an 4'T attitue an anAiety
among higher eucation stuents0 4n #0 'artell P ,0 /alma (Es0)-
;nc<clopedia oA inAor3ation and co33'nication technolo/< (pp0 9CC:9C<)0
Hershey- /#5 4nformation %cience $eference0
)lolu"e- (0 /0- Eg"e+or- D0 E0 P 1polovie- /0 !0 (8CC7)0 Eucation policies an
teacher eucation programmes5 meeting the millennium evelopment goals0
o'rnal oA 7eacher ;d'cation Aor S'staina)ilit<0 89:;=0
/eterson- ,0- 'ameron- 10 P #ssociates0 (9BB@)0 7otal V'alit< 3ana/e3ent in
hi/her ed'cationU Aro3 assess3ent and i3prove3entB #nn #r"or5 'entre for the
stuy of Higher Eucation an /ost seconary Eucation- University of
,ichigan0
/raEogo- 40 D0 P %ohal %0 #0 (8CC>)0 The relationship "et6een organi+ation
strategy- total Duality management (TU,)- an organi+ation performance : the
meiating role of TU,0 o'rnal oA :perational Research, -,8, ;<:<C0
%allis- E0 (9BB;)0 7otal V'alit< 3ana/e3ent in ed'cationB Lonon5 1ogan /age0
%ymons- $0 T0 P !aco"s- $0 #0 (8CC9)0 # total Duality management."ase
incentive system supporting total Duality management implementation0
Prod'ction and :peration Mana/e3ent, 4(;)- 887:8=90
Tan- 10'0 an Hisner- !0D0 (8CC9)0 # frame6ork for Duality improvement in the
transportation inustry0 _'alit< Mana/e3ent o'rnal, 8(9)- B:880
Tari !0 !0 P %a"ater- V0 (8CC=)0 Uuality tools an techniDues5 are they necessary
of Duality managementI $nternational o'rnal oA Prod'ction ;cono3ics, 12,
8>@:87C0
U(E%')0 (9BB7)0 Qi/her ed'cation in the t9ent<*Airst cent'r<U vision and
action0 /aris5 U(E%')0
Hong- #0 (8CC9)0 Leaership for effective supply chain partnership0 7otal
_'alit< Mana/e3ent, -2(@ P 7)- B9;.B9B0
$"
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89ach'k9' Prince :lol')e, Daniel ;le3ch'k9' ;/)e4or, Pater
a3es Pkolovie and 8kere'9e3 Stephen ;kpen<on/
&in- $0 10 (9BB=)0 'ase stuy research5 esign an methos0 (e6"ury /ark- '#5
%age0
&in- $0 10 (9B7B)0 'ase stuy research5 esign an methos0 (e6"ury /ark- '#5
%age0
caEa- !0 (9BB<)0 Defining eAcellence an Duality in eucation0 4n !0 caEa- 10
*acchus P (0 1ach (Es)- ;Mcellence and V'alit< in ed'cation (pp0 i:Aiii)B
#l"ert /ark5 !ames (icholas /u"lishers0
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8ata0"a van*(e"eka
Or'ani#ation of Learnin' En%iron,ent in
E&$cation for S$#taina*le De%elo+,ent ;+re<
#chool= +ri,ar3 an& #econ&ar3 le%el>
Pro*le,# of i,+ro%in' learnin' en%iron,ent in
#econ&ar3 technical #chool#
(ataiEa van.GeEeka
Da'/avpils Universit<, Latvia
A*#tract
$n the st'd<, the a'thor s'33ari4es the c'rrent state oA learnin/ environ3ent in
several technical schools in Latvia and deAines so3e 3ain directions oA
i3provin/ it Aor "'venile learnersB 7he core oA the st'd< represents the idea oA
transition Aro3 the paradi/3 oA kno9led/e and skills to the paradi/3 oA a
developin/ ed'cation sensi)le Aor a personalit<B A correctl< or/ani4ed and
creative learnin/ environ3ent sho'ld contri)'te to personal li)ert< and activit<
oA the learnersB 7he res'lts oA an intervie9 and V'estionnaire 9ith open endin/s
have clai3ed as an availa)le pro)le3 the necessit< oA or/ani4ation oA a creative
learnin/ environ3entB As V'antitative 3ethods oA research the Aollo9in/ 9ere
'sedU vector 3odellin/ introd'ced )< AB Rasvin and the scale Aor eval'atin/ the
levels oA reactive anMiet< developed )< Charles DB Spiel)er/B Ko'r secondar<
technical Latvian schools have )een chosen as a research area, 9hich are
sit'ated in Re4ekne, Da'/avpils and Ri/a 9ith st'dentsG a/e oA -.N-1 <earsB A
do3inant sector oA learnin/ environ3ent in Latvian technical schools is
do/3atic and career oriented, 9hereas a creative sector occ'pies onl< .B $n
accordance 9ith this, the a'thor s'//ests to desi/n and then i3ple3ent an
inte/rative approach in teachin/ technical s')"ects in secondar< technical
school 9hile 9idel< 'sin/ tea3 9orkB
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8ata0"a van*(e"eka
Key wordsU learnin/ environ3entE technical schoolE "'venile learnersE
s'staina)le develop3entB
Intro&$ction
Latvia is eAperiencing a perio of rush changes- fast an raical- 6hich can "e
o"serve in all the spheres of life0 These changes influence our everyay life0
Transition to market economy 6iely efines aims an contents of vocational
eucation- creates ne6 conitions 6hich influence planning of eucation0 #s a
result- eucation unergoes "oth Dualitative an Duantitative shifts- curricula
have "ecome more varie an have more links to concrete professions0 There are
some changes in the ha"its of spening leisure time an money0
4t is necessary to mention some structural changes in society- progress in
the sphere of computeri+e information flo6s eAchange- shifting la"our po6er
from inustrial into servicing sector- changing of types of enterprises0 These
multiple changes in everyay life- social structures- social nees an values an
in the 6ays of meeting the emans have efinitely influence the methos of
teaching in contemporary schools0 Therefore- the learning environment in the
class an teacher?s task has change accoringly0
The teacherKs task is to organi+e the learning environment in the class
istinguishe "y a higher egree of inepenence of the learners- enhancing use
of their creative potential as iniviuals an personalities0
Ho6ever- there is a nee to agree 6ith the scientist D0 chumatin (8CC>)
that the contraictions of transition from informative to active methos an forms
of teaching are getting more vivi especially 6hile introucing pro"lem solving-
scientific searching an various kins of research 6ork into the learning activities
of the learners0 4t is necessary to emphasi+e some iscrepancies "et6een
promoting the ieas of interisciplinary- steaily rene6a"le- complete an
harmonious kno6lege an insufficient implemention of the approach0
Due to emographic situation in the follo6ing ecae- the num"er of
Latvian population 6ill ecrease (Latvian University- Development proEects?
institute- 8CC@)- 6hich 6ill also affect the amount of learners an outgoes from
technical schools0
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8ata0"a van*(e"eka
%ignificance of the stuy is also cause "y the fact that in psychological
an peagogical sources evote to pro"lems of creating effective learning
environment in the class it is emphasi+e that in ifferent countries an epochs-
incluing the present time perio- a ogmatic type of learning environment an
an authoritative style of peagogical communicating are most 6iesprea
((ikiforovs- 8CC7Q Tali+ina- 9BB7Q U+ole- 8CC@Q &asvin- 8CC9)0 # personality
6ho is getting forme uner the circumstances of such a milieu can "e feature
as a"solutely epenent an passive- 6hich is preferre "y non.emocratic
authorities0
Unite (ations? Decae of Eucation for %ustaina"le Development-
6hich starte in 8CC<- appreciates U(E%') guielines an recommenations for
reorienting on sustaina"ility in eucation that (8CC<) focus on one particular
aspect of eucation : teacher eucation an emphasi+e the necessity for profoun
change in eucation to aress sustaina"ility0 4t is not possi"ly to eny the
necessity of it toay0
Unite (ations? 'ommission on sustaina"le evelopment (8CC<) note
that reorientation in the eucation shoul not "e performe isolate0 #ccoring to
this- it is necessary to 6ork out an apply such an approach in teaching- 6hich
6ill solve the most complicate task of learning environment an convert an
a"stract iea : sustaina"le evelopment : into a necessary reality for the learners
to face an uncertain- "ut compleA an emaning future0 4n its turn- it not only
reDuires organi+ation of learning environment at school- "ut it imposes a uty0
Each teacher shoul provoke an interest in the learners0 This task has to "e le
through all the current eucation system (U(E%') guielines- 8CC<)0 ,any
scientists have come to a conclusion toay that the key actor in the learning
organi+ation is learner?s personality (Daviova P 1okina- 8CC@Q 1ukk P Talts-
8CC@Q %alumaa- 8CC@Q &asvin- 8CC9)0 #ccoring to T0 %alumaa- if stuents 6ant
to assume an active role- all the organi+ation an technical ifficulties in their
activity coul "e surmounte (%alumaa- 8CC@)0 Therefore- it is necessary to
organi+e such a creative- pro"lem solving learning environment- 6hich ena"les
the learner to take an active part in the lesson- to think critically- make choices-
fin information- unerstan ho6 ifferent fiels of science relate to each other
an interact- an helps resolve conflicts in non.violent 6ays0 #ccoring "y $0
,c1eo6n- eucation for sustaina"le evelopment 6ill provie people 6ith
practical skills that 6ill ena"le them to continue learning after they leave school-
to have a sustaina"le livelihoo- an to live sustaina"le lives (The Earth 'harter
4nitiative- 8CC<)0 %ustaina"le evelopment pro"lems are su"Eects of many
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8ata0"a van*(e"eka
contemporary scientists stuies (1elly- 8CC>Q Lukk at al0- 8CC7Q $eunamo- 8CC@Q
%alete P /ipere- 8CC>)0
#ccoring to the theme of the given stuy- a logical perspective for
further research to an integrative approach in teaching special su"Eects in
technical school is to consier irecting principles of an apro"ate metho in
eucation for sustaina"le evelopment : the Earth 'harter metho- 6hich is
useful an helpful in eucation for sustaina"le evelopment (The Earth 'harter
4nitiative- 8CC<) as 6ell as other scientists? eAperience (!ondne- 8CC7Q (ikiforovs-
8CC7)0 4n the frame6ork of the Unite (ations? Decae of Eucation for
%ustaina"le Development the Earth 'harter is consiere an important ethical
"ase for sustaina"le evelopment (The Earth 'harter 4nitiative- 8CC<)0
St$&3 &e#i'n an& &ata collection
The core of the stuy represents the iea of transition from the paraigm of
kno6lege an skills to the paraigm of a eveloping eucation sensi"le for a
personality0 # correctly organi+e an creative learning environment shoul
contri"ute to personal li"erty an activity of the learners- thus to their sustaina"le
evelopment0
This research is "ase on the secon phase of the stuy carrie out in
Latvia in %eptem"er : (ovem"er 8CC70 #s Duantitative methos on the secon
phase of research the follo6ing 6ere use5 vector moelling introuce "y #0
&asvin an the scale for evaluating the levels of reactive anAiety evelope "y
'harles D0 %piel"erg0
Four technical Latvian schools have "een chosen as a research area
((h9B8)- 6hich are situate in $e+ekne ($e+ekne seconary school programme
F*uilingG- year 9)- Daugavpils (Daugavpils 'onstruction professional technical
school- year 8:;) an in $iga ($iga 'onstruction professional technical school-
$iga 'onstruction college 6ith stuents? age of 9@:9B years0
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8ata0"a van*(e"eka
This research o"Eect is eucational process in professional technical
school0 This research su"Eect is the learning environment 6hich is aime at
improving learners? reainess for integrative learning activity in the conteAt of
sustaina"le evelopment0 This research o"Eective : ela"oration of a system of
forms of learning management an organi+ation enhancing stuents for
integrative learning activity in technical school in the conteAt of sustaina"le
evelopment0
4t has "een ecie to analy+e the state of learning environment in some
technical schools in Latvia an elicit its peculiaritiesQ to efine main irections
for esigning a ne6 approach in teaching technical su"Eects in a group of
learners in orer to shape up their reainess for integrative learning : cognitive
learners? activity in technical school0
#s the stuy refers to school peagogy- some changes in eveloping a
learner?s personality 6ill "e consiere5 the youth are searching for ans6ers to
the most tortuous Duestions of the sense of life- unsafely of the future an
iniviual uniDueness0 )f a special interest might "e a conclusion resulting from
a micro sociological stuy (van.GeEeka- 8CC@) upon a high level of
aggressiveness among the stuents in the lessons of "uiling constructions 6hich
is a estructive element of learning environment0 ,icro sociology is unerstoo
here as a etaile analysis of the 6ays ho6 the learners eApress their passions-
ho6 they learn to communicate 6ith each other an sort out conflict situations0
Bac@'ro$n&
,any scientists researche the learning environment in an eucation
esta"lishment (#nerson- 8CC@Q Gray at al0- 8CC@Q 1elly- 8CC>Q Lean at al0 8CC>Q
(ikiforovs- 8CC7Q Geis P *erliners- 9BBB- DerEa"lo- 9BB@- &asvin- 8CC9)0 4n
orer to enhance effectiveness of learning environment in class- it is necessary
(#nerson- 8CC@) to evaluate an eAamine opportunities that change the aspects
of learning environment5 teaching- learning a"ility an the atmosphere in class0
(o6aays there are t6o oppose approaches in the learning
management5 a teacher.oriente an a stuent.oriente strategy (Daviova P
1okina- 8CC@)0 #0 #nerson?s stuy 6hich eAamines a stuent.oriente learning
situation is the "ase of the scheme (Figure 9)0
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8ata0"a van*(e"eka
lNTERACTlNG OF TWO PROCESSES
WHlLE CREATlNG LEARNlNG ENVlRONMENT
TEACHlNG
TEACHlNG
LEARNlNG
LEARNlNG
SUBJECTlVE SUBJECTlVE
OBJECTlVE OBJECTlVE
Students characteristics :
knowledge and skills ,
aptitude,
attitudes and values
Teachers
pre-service and in-service
qualification
Teachers qualification
Students characteristics :
student's engagement in learning
Curriculum
Classrooms physical
properties
Aacademic work: curriculum,
classroom, teaching
Classroom
Curriculum
Teachers properties
Figure 90 4nteracting of t6o processes5 teaching an learning
The scheme sho6s t6o main components5 teaching an learning
interacting 6ith each other an creating an effective environment in a classroom0
4n their turn- these t6o components are relate to to the follo6ing epenent
components5 on the one han- teaching epens on some o"Eective an su"Eective
characteristics- such as teacher?s Dualification- curriculum an physical properties
of the classroom- as 6ell as stuent?s characteristics- such as kno6lege an
skills- aptitues- attitues an values0 )n the other han- learning also epens on
some o"Eective an su"Eective characteristics0 #mong the o"Eective
characteristics there are teacher?s Dualification- curriculum an classroom0
%tuent?s properties- 6hich mainly comprise stuent?s engagement in learningQ
teacher?s propertiesQ teaching- curriculum- classroom- 6hich mean arrangement
of the acaemic 6ork in general- are to regar as su"Eective ones0
These times- teaching is particularly is particularly emphasi+e in orer
to create an effective classroom0 The interaction of certain factors shoul
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8ata0"a van*(e"eka
improve the effectiveness of the learning environment in a classroom5 physical-
psychological an socio.cultural (Figure 8)0 /hysical aspect inclues classroom
organi+ation an management- psychological aspect is relate to the creation of
classroom climate an socio.cultural aspect is classroom?s culture0 #ll of them
represent significant aspects for an effective stuent.oriente lesson elivery0
psychological
physical socio-cultural
ENVIRN!ENT in classroom
Chan"in"
classroom management
classroom organization
Chan"in"
classroom climate
Chan"in"
classroom culture
delivering lesson
(learning unit)
delivering lesson
(learning unit)
new environment
in classroom
Figure 80 Factors 6hich improve the effectiveness of environment in a classroom
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8ata0"a van*(e"eka
The author suggests to use these t6o schemes as a theoretical vision
6hile esigning an methoologically analy+ing the lessons in orer to trace
their effectiveness in an improve learning environment or ne6 environment0
A*o$t the E$antitati%e ,etho&#
4n the stuy- learning environment in technical Latvian schools 6as researche
6ith the help of vector moelling metho "y #0 &asvin 6orke out on the ege
of the 8C
th
an the "eginning of the 89
th
century0 #ccoring to it- the "asic types
of eucational environment are ogmatic- career oriente- serene an creative
eucational environment0
The evaluation scale of reactive anAiety has "een evelope "y '0 D0
%piel"erg an aapte "y (0 van.GeEeka0 The test "ase on this scale is a trustful
an informative metho for evaluation of stuent?s anAiety level at a particular
moment of time0 The reactive anAiety is characteri+e "y some tension-
uneasiness an nervousness- an can "e assesse as lo6- moerate an high0 #
very high reactive anAiety may cause ifferent attention istur"ances0 Ho6ever-
anAiety on itself is not a negative phenomenon0 Each personality is feature "y
their Fuseful iniviually optimal anAietyG level0
4n the neAt part- accoring to the propose classification of eucational
environment types- the learning environment in Latvia?s technical schools 6ill "e
analy+e0
!e#$lt#
The results of research are presente in a "ar iagram (Figure ;) of ominating
areas in learning environment of technical schools in5
9 : $e+ekne ($e+ekne seconary school programme G*uilingG- 9th
course)-
8 : Daugavpils (Daugavpils 'onstruction professional technical school-
8
n
:;
r
course)-
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8ata0"a van*(e"eka
; : $iga $'/T% ($iga 'onstruction professional technical school- 8
n
:
;
r
course)-
= : $iga $''% ($iga 'onstruction college school- 8th.;th course)0
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8ata0"a van*(e"eka
Figure ;0 Dominating areas of learning environment in Latvian technical schools
4t can "e pointe out that a ogmatic learning environment 6ith some
elements of careerism prevails in $iga 'onstruction college school (=)- in $iga
/rofessional school (;) though of serene learning environment0 The stuents of
the 9
st
year of $e+ekne high school (9) characteri+e the learning environment in
their school as a career oriente one0 *ut in Daugavpils 'onstruction professional
school (8) all three types of learning environment are present5 careers- ogmatic
an serene- 6hich are presente in an eDual proportion0 # lo6 percentage of
creative learning environment in technical Latvian schools is prove0
# generali+e situation of learning environment in Latvian technical
schools is epicte in a pie.iagram (Figure =)0 'onseDuently- a ominating
sector of learning environment in Latvian technical schools is ogmatic (;=N)
an career oriente (;;N)- 6hereas creative sector occupies only @N0
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8ata0"a van*(e"eka
Figure =0 Learning environment in Latvian technical schools
4n figure < the results of investigation into the anAiety level of the
learners of technical schools in Latvia are feature in concrete num"ers for lo6-
moerate an high levels0
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8ata0"a van*(e"eka
Figure <0 %tuents? reactive anAiety level in technical schools in Latvia
4t is remarka"le that all the schools are feature "y a lo6 anAiety level5
$e+ekne : 97 stuents (=;-BN)- Daugavpils : ;9 stuents (>707BN)- $iga : 8;
stuents (<70B@N) an 8< stuents (;@0;9N) accoringly in construction
professional technical school an construction college school0 %imultaneously the
latter sho6s a consiera"le amount of high anAiety level (9=-B;N)0
Figure >0 Dominating areas of stuents? reactive anAiety levels in technical schools in Latvia
Di#c$##ion an& concl$#ion#
4n the given stuy the author resumes the situation of learning environment
conitions in technical schools in Latvia an efines main irections of
organi+ing an improving learning environment in a group of learners of Euvenile
age0 The situation reveals an unsatisfactory correlation of elements of learning
environment- 6hen a creative part of learning environment is only @N0
#ccoring to the evaluating scale of reactive anAiety level among young people
of "oth geners in technical school- B@ stuents reveal a lo6 anAiety level
(<C0<8N)0 # lo6 anAiety level reDuires an increasing attention to the motives of
stuents? activities0 7C responents are feature as having a moerate anAiety
level- 6hich is regare to "e the norm0 # high anAiety level (9< stuents or
@079N) is linke to the feeling of offence- suspicion- uncertainty ((emtsin-
8CC8)0 '0 D0 %piel"erg emphasi+es the fact that people 6ith high anAiety are
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8ata0"a van*(e"eka
more likely to reveal an alarm state in a situation 6hile "eing assesse for their
competence- 6hich may "e very crucial at young age- especially in the course of
self.presentation0
Thus- representative eviations from the level of moerate anAiety have
"een state- 6hich emans a particular attention to it an gives reasons for a
further necessity for reorgani+ation of learning environment in technical schools0
4n accorance 6ith this- the author suggests esigning an implementing an
interactive approach to teaching technical su"Eects in the technical school- 6hich
6ill "e "ase on the main principles of reorgani+ation of learning environment-
6hile 6iely using team 6ork0
Main +rinci+le# of reor'ani(ation of learnin' en%iron,ent
The main principles of reorganisation of the learning environment 6ill "e
aopte as follo6s5 a concept of managing variety- compromise an cooperation
as a 6ay of resolving a conflict situation in the lesson- application of non.ver"al
communication- shift from kno6lege principle to achievement assessment-
organi+ational learning uring the lesson0
#ccoing to $0 'anola an D0 Fullerton (9BB<)- 6hile 6orking in a
classroom- you have to reistri"ute your attention from outsie environment into
insie comprehension- in orer to overcome the iscrepancies in the variety of
personalities in the classroom0 Thus- it is important not to put an accent on the
learning situation- 6ith its su"Eectiveness- an achieving the learning tasks0 4t is
more important to unerstan an organi+e the 6ays an approaches to the
learning activities of the stuents0 4n the "ase of the managing variety concept
lies the ackno6legement of the fact that a class consists of stuents 6ho are
ifferent from one another0 The variety comprises visi"le an invisi"le
ifferences accoring to gener- age- "ackgroun eucation- race- physical
isa"ility- iniviuality an style of learning0 )rientation on realisation of
potential values of these varieties must lea to creation of an atmosphere 6here
every pupil feels properly evaluate an their talents are iscovere0
Thus- one of the first irections of learning environment changing
uring the lesson must "e managing a creative learning environment0
#ccoring to the author?s research (8CC@) into stuents? preferences
6hile solving conflict situations- follo6ing 10 Tomas an $0 1ilman?s metho-
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8ata0"a van*(e"eka
the stuents of the "uiling technical school choose ifferent strategies5 girls
prefer to avoi the situation- 6hereas "oys try to aapt themselves "y competing0
Therefore- orientation to6ars compromises an cooperation in team 6ork 6ill
"e one more irection for improving the learning environment in the lesson0 The
key moment of stuents? cooperation shoul "e mutual trust an "elief in the
future in the process of practical an inepenent 6ork0 T6o competing sies
have to amit that they "oth can 6in0 )ther6ise- chasing for a fast FprofitG- the
eagerness to 6in can even strengthen mutual hostility- estroy partner relations
an as a result slo6 o6n the process of self.eucation0
# teacher in the classroom is a leaer an an in"orn psychologist0 Goo
leaers are those people- 6ho are istinguishe among others "y their a"ility of
supporting cooperative 6ork0 %uch a teacher can "etter preict stuents?
"ehaviour than they can o it themselves an can influence them0 4t is necessary
to unerline the importance of non.ver"al communication in ifferent situations0
# successful teacher must have an in"orn or a 6ell.evelope a"ility to interpret
stuents? "ehaviour an- accoring to it- moify o6n "ehaviour0 'ommunication
success epens on participants? a"ility to control- use- perceive an interpret
non.ver"al signals0 (on.ver"al communication can su"stitute 6ors or serve as
their support- change or neutralise the meaning of pronounce 6ors (Delahanty-
9B@C)0 4n most cases- it is necessary to unerstan the 6hole compleA of non.
ver"al signals for a perfect unerstaning of the sense of 6hat is sai or 6ritten
(#rgyle- 9B@>)0
*esies- 6e react upon the non.ver"al aspects of speech uring
communication5 pauses- mistakes of speech an ialect- accent- spee of speech
an intonation0 *ut this might alreay "e the theme for a neAt scientific research
in a technical school teacher?s status that must "e also a great psychologist-
perfectly kno6 motivation of pupils an unerstan o6n "ehaviour in orer to
reach success in eucative 6ork0
#iming at the principle of iniviual approach in eucation- 6hen the
teacher is a su"Eect of iniviuali+ation a iactical level of iniviual approach
6ill "e put in act 6hich means the follo6ing5 using tasks of ifferent levels-
particular cognitive learning styles of stuents in learning practice- shifting the
accents in the principles of assessment from the evaluation of stuents?
kno6lege to assessment of stuents? success in learning activities for solving
some creative tasks (w}wwz- 8CC;)0 ,anagement of stuents? learning
"ehaviour in a lesson is closely relate to to their satisfaction 6ith having some
achievements uring the lesson0 The term Fla"our satisfactionG means a
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8ata0"a van*(e"eka
com"ination of positive an negative feelings an aims connecte 6ith learning0
4t epens on many factors- incluing age- state of health- preferences in
spening leisure time- family an other social connections- as 6ell preferences in
choice of learning styles0 %tuents? attitue to their uties is closely connecte to
6ith ho6 fully the learning environment of the lesson meets their eApectations
an ho6 tightly it correspons to their la"our motivation0
The author of this stuy has chosen for her research a very interesting
theme in peagogical- psychological an social aspect- connecte 6ith esigning
the learning environment in a technical school0 The neAt part of the research 6ill
"e evote to esigning follo6ing appro"ation of a scenario of an integrative
approach in teaching some technical su"Eects on the sample of the technical
iscipline F*uiling constructionsG at $iga construction college school- 6iely
using 6iely team 6ork0
!eference#
#nerson- L0 H0 (8CC9)0 4ncreasing teacher effectiveness0 U(E%')5
$nternational $nstit'te Aor ;d'cational Plannin/B
#rgyle- ,0 (9B@>)0 Social interactionB Harmons6orth5 /enguin0
Dar)a tir/'s piepras#"'3a il/ter3i+a pro/no4%?anas sist%3as i4p%te 'n
pilnveido?anas iesp%"' anal#4e L%tuy of long.term prognosis system of la"our
market eman an analysis of improvement opportunitiesM0 LU5 #tteste"as
proEektu institts0 $etrieve Decem"er ;- 8CC@- from http06660ar"a
tirgus0gov0lv
Daviova- !0 P 1okina- 40 (8CC@) Teachers? vie6s on innovative processes in
schools of Latvia0 o'rnal oA 7eacher ;d'cation Aor S'staina)ilit<, 8, 8<:;>0
Delahanty- D0 (9B@C)0 Three aspects of non.ver"al communication in the
intervie60 ProAessional o'rnal, 41, @<@:@<B0
Geis- (0 L0- *erliners- D0 '0 (9BBB)0 /eagoiskd psiholoiEa L/eagogical
psychology0 >th eition M0 $iga5 cvaig+ne #*'0
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8ata0"a van*(e"eka
Gra"is- !0 (8CC>)0 2akala'ra proAesion!lo st'di"' pro/ra33as O2^vniec#)aP
pa?nov%rt%"'3s L%elf.estimation of programme F*uilingG for "achelor?s
professional stuiesM0 $TU5 $iga Tecnical University0
Gray- 10- 'hang- $0 P $aloff- #0 (8CC@)0 Enhancing the scholarship of teaching
an learning5 evaluation of a scheme to improve teaching an learning through
action research0 $nternational o'rnal oA 7eachin/ and Learnin/ in Qi/her
;d'cation, -1, 89:;80
!ondne- L0 (8CC7)0 The iactical aspects of integrate natural science content
moel for seconary school eucation0 o'rnal oA 7eacher ;d'cation Aor
S'staina)ilit<, 1, =<:<@0
1anola- $0 P Fillerton- !0 (9BB<)0 Mana/in/ the 3osaicB 4/D0
1elly- /0 (8CC>)0 Learning for sustaina"le futures5 one intervention0 o'rnal oA
K't'res St'dies, -6(;)- 9:9=0
1omenskis !0 (9BB8) Liel! didaktika LGreat iacticsM0 $iga5 cvaig+ne0
1ukk- #0 P Talts- L0 (8CC@) Teachers? self.assessment of their professional skills
accoring to the teachers? professional stanar0 o'rnal oA 7eacher ;d'cation
Aor S'staina)ilit<, 8, 9=:8=0
Lean- !0- ,oi+er- !0- To6ler- ,0 P #""ey- '0 (8CC>)0 Si3'lations and /a3esU
'se and )arriers in hi/her ed'cation LElectronic versionM0 LondonU Sa/e
P')lication0 Lukk- 10- Veisson- ,0- )ts- L0 (8CC7)0 'haracteristics of sustaina"le
changes for schools0 o'rnal oA 7eacher ;d'cation Aor S'staina)ilit<, 1, ;<:==0
eriste- U0 (8CC=)0 A'/st!k!s i4/l#t#)as perspekt#vas saist#)a ar ;iropas
savien#)as papla?in!?anosB $/a'ni"as pie3%rs L/erspectives for higher eucation
in connection 6ith eAtening of the European Union0 Estonian eAampleM0
$etrieve (ovem"er =- 8CC= from hptt5^^6660 ; aka li"0lv^grey oc^,eristes
(ikiforovs- )0 (8CC7)0 Peda/o]i"as pa3ati L*asics of peagogyM0 $iga- *%#0
/estalociEs- !0 H0 (9BB>)0 Dar)' i4lase LHorks? selectionM0 $iga5 LatviEas
Universitdte0
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8ata0"a van*(e"eka
$eunamo- !0 (8CC@)0 The agentive role of chilren?s vie6s in sustaina"le
eucation0 o'rnal oA 7eachin/ ;d'cation Aor S'staina)ilit<, 8, >7:@B0
%alete- 40 P /ipere- #0 (8CC>)0 #spect of sustaina"le evelopment from the
perspective of teachers0 o'rnal oA 7eacher ;d'cation Aor S'staina)ilit<, ,, 9<:
;80
%alumaa- T0 (8CC@)0 'hanges in organi+ational culture in schools an reainess of
teachers for those changes0 o'rnal oA 7eacher ;d'cation Aor S'staina)ilit<, 8, <:
9;0
%ta"ig- !0 (8CC9)0 Skolot!"a 3isi"a LThe teacher?s missionM0 $iga5 $a1a0
7he ;arth Charter initiative0 ;arth Charter /'ide)ook Aor teachersB (8CC<)0
/rouce "y5 The Earth 'harter 4nitiative 4nternational %ecretariat0
U8;SC: ;d'cation sectorB ;d'cation Aor s'staina)le develop3ent in actionB
7echnical paper 8oB 2B ('idelines and reco33endations Aor reorientin/ teacherB
ed'cation to address s'staina)ilit<B (8CC<)B
U+ole- T0 (8CC@0 'ontemporary eucation an human 6ell."eing5 ealing 6ith
FFull catastrophe livingG0 4n #0 /ipere (E0)- ;d'cation and S'staina)le
Develop3entU Kirst Steps 7o9ard Chan/esB Yol'3e 2 (pp0 8C<:889)0
Daugavpils5 Daugavpils University #caemic /ress F%auleG0
van.GeEeka- (0 (8CC@)0 *ehaviour strategies at the conflict situation- su"limation
of an aggressiveness at the age of 9>:970 De"recen University (Hungary)0 5
international conAerence oA o'rnal oA 7eacher ;d'cation Aor S'staina)ilit<,
LposterM0
van.GeEeka- (0 (8CC7)0 The teaching strategy of the "uiling construction su"Eect
in technical school in Eunior groups of the age from 9@ to 9B years0 #naolu
University (Turkey)0 ,
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international conAerence oA o'rnal oA 7eachin/
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y- 0 (9B7B)0 {skqi h ohkdinfwiiB xcefghgijcklhc wfkqceic LThoughts
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py- 0 0 (9B7B)0 riq, iqi ` ohkdinfwiiB xcefghgijcklhc wfkqceic
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E&$cation for S$#taina*le De%elo+,ent an&
Social ?or@
The role of a'ric$lt$ral co$n#ellin' centre# in
i,+le,entation of #$#taina*le &e%elo+,ent of r$ral
area# in Polan&
/iotr /rus an $aosa6 %+tu"a
Universit< oA 7echnolo/< and LiAe Sciences, Poland
A*#tract
7he last Ae9 decades )ro'/ht an increase oA a/ric'lt'ral prod'ction eAAicienc<B
Qo9ever, it oAten ca'sed environ3ental threatsB 7his 'nAavo'ra)le sit'ation
aAAected in creatin/ the idea oA s'staina)le a/ric'lt're and r'ral areas
develop3entB 7he co3pleMit< oA the concept ca'sed s')stantial pro)le3s 9ith its
'nderstandin/ )< Aar3ersB 7hereAore, there 9as an eMtre3el< i3portant role oA
a/ric'lt'ral co'nsellors in i3ple3entation oA that ideaB 7o veriA< the ass'3ption
that a/ric'lt'ral co'nsellors pla<ed a /reat role in i3ple3entation oA
s'staina)le develop3ent oA r'ral areas in Poland there 9ere carried o't t9o
s'rve<s a3on/ Aar3ers Jin 2662\2663 and 2668LB 7he research revealed that
polish Aar3ers 9ere takin/ advanta/e oA the co'nsellorsG kno9led/e and val'ed
their proAessional services ver< hi/hB 7he co'nsellors pla<ed a si/niAicant role )<
plannin/ s'staina)le a/ric'lt'ral prod'ction, as 9ell as helpin/ in appl<in/ Aor
Ainancial s'pport Aro3 the ;U desi/ned Aor ecolo/ical actions on r'ral areasB
Key words: s'staina)le develop3entE r'ral areaE a/ric'lt'reE co'nsellorsE
a/ric'lt'ral co'nsellin/ centresB
.eneral a##$,+tion# of r$ral area# #$#taina*le &e%elo+,ent
#griculture an rural areas 6hich have an enormous influence on the natural
environment play a very important role in the concept of sustaina"le
evelopment0 Foo prouction is insepara"ly connecte 6ith natural ecosystems0
&%
&
4t is largely epenent on them- an it uses their resources0 The issue has "een
eAplicitly iscusse "y many authors- an the latest scientific pu"lications result
from the ilemmas 6hich agriculture in the 6hole 6orl has to cope 6ith0 The
most "urning pro"lems inclue environmental pollution leaing to un"alance an
egraation of ecosystems- as 6ell as foo overprouction (Fotyma- 1u 8CCC-
1omicki 8CC<- Ho- cegar 8CC8)0 These are inconveniences 6hich must "e
cope 6ith "y all the European Union countries- incluing /olan0 These
pro"lems have "een cause "y intensive agricultural prouction feature "y
usage of 6ork.saving- though energy.consuming an highly eApensive
technologies0 4n /olan there can "e o"serve a surplus of foo proucts on the
market- although they 6ere cause "y eAtensive an 6ork.consuming methos
(Goa- 8CC9)0 4n result of this- /olan is characteri+e "y agrarian
overpopulation an lack of "alance "et6een economic- social an ecological
activities in agriculture (ca6is+a- 8CC9)0 EAtensive farming results in "urening
the rural areas 6ith agricultural functions an has "rought farming into the sphere
of increasingly rising prouction costs (Ho- 9BB7")0
The solution to the ifficult situation for /olan an the 6hole European
Union can "e sustaina"le evelopment 6hich means a moern concept of
Jplanning agricultural evelopment in such a 6ay that it 6ill com"ine prouction
goals 6ith environmental nees? (Ho 9BB7a- @;<)0 #part from agriculture it also
applies to forestry- 6ater supplies- air protection- 6hich must "e closely
associate 6ith the natural environment an can not istur" its inner "alance0 For
this purpose- there must "e fulfille the follo6ing reDuirements (Ho- 9BB7a)5
natural resources must "e use in such a 6ay that their a"ility to rene6
6ill not "e impaireQ
foo prouction gro6th may "e reali+e solely "y increasing the
resources prouctivity- that is- implementation of ne6 technologies
6hich provies their protection 6ith simultaneous maintenance of their
high Duality for the neAt generations0
%ustaina"le agricultural systems assume full sym"iosis of prouction
an ecological o"Eectives0 ,anagement of prouction an natural resources
ena"les meeting constantly changing emans 6ith simultaneous maintenance of
high Duality of the natural environment an protection of its resources0 Hhat is
more- farming of this type in not suscepti"le to oscillations or shocks (1omicki
&%
'
8CC<QHo 9BB7a)0 Ho6ever- the efinition of sustaina"le evelopment cannot "e
limite merely to the sphere of economy- prouction an nature0 #n overall
concept of agricultural sustaina"le evelopment shoul cover ecological issues-
as 6ell as- ethical an social ones0 #gricultural prouction is suppose to use
natural resources in the 6ay that these 6ill not "e estroye an that they 6ill "e
save for the future generations (Helaner 9BB@Q Ho- cegar 8CC8Q ca6is+a
8CC9)0
Economic aspects- mentione a"ove in the efinition of sustaina"le
evelopment- refer to the analysis of agricultural prouction profita"ility
affecting the living stanars of the population involve in farming- an they are
also use for assessment of eApeniture structure in househol "ugets0
Ecological goals are reuce to the necessity of preserving the
environment in a goo state an- as far as it is possi"le- to maintain natural values
of the egrae an pollute areas0 The social sphere inclues efinition of the
position an functioning of farmers in the rural community- an people resigning
from farming 6hich implies employment ecrease in this sector through
evolution of rural areas to6ar multifunctional evelopment0 The ethical factor
means responsi"ility of the natural environment users in relation to future
generations- an o"ligations of foo proucers to consumers (ca6is+a- 8CC9)0
#griculture is often perceive as merely a sector of economy 6hose
main purpose is to provie the society 6ith foo proucts0 #s the prouction
system- it significantly affects the natural environment 6hich it is strongly linke
6ith- it changes an aopts the environment to its nees0 #lso other functions of
agriculture shoul "e taken notice of5
protection of 6ater- soil an air "y minimi+ing introuction of nitrates
an fertili+ers into eep an surface 6aters- as 6ell as reuction of
emission of poisonous gases into the atmosphere (e0g0 ammoniac)-
maintenance of soil fertility an erosion prevention-
maintenance of iversification of flora an fauna through gro6ing
various kins of plant specious an raising ifferent "rees of animals0
&%
(
taking care of cultural values through restoring its typical elements-
incluing architecture0
manufacturing high Duality agricultural proucts (1osmicki- 8CC<)0
# style of farming can "e consiere as sustaina"le 6hen 6ithin an
iniviual farm the economic- social an ethical principles are com"ine 6ith
ecological safety0
These goals can "e achieve "y appropriate management oriente on
conscious employment of self regulating mechanisms of the ecosystems an ne6
technological achievements (1omicki- 8CC<Q $uno6ski 8CCC)0
The factor etermining 6hether or not a particular farm 6ill "e
successful on the market is mainly kno6lege an the a"ility of using it in
practice in a proper 6ay0 Farms nee to "e manage "y o6ners 6ho possess
"roa kno6lege "oth in the fiel of farming- ecology an economy (De *uck et
al 8CC9Q /eersen- 8CCC)0
%u"stitution of material means 6ith competence an kno6lege of
farmers is of great importance for the process of farm management ('ampilan-
9BB<)0 The farm must fulfil a set of criteria to "e consiere as complying 6ith
the assumptions of sustaina"le evelopment0 4t is part of a "igger system-
therefore- it is necessary to "e a6are of kins of relations of the farm 6ith its
surrounings- that is- natural environment- other farms- market- technical
infrastructure- ifferent institutions- "ining la6 an ethical norms ($uno6ski
8CCCQ Varallyay- 8CCC)0
%ustaina"le evelopment is largely epenent on natural management
methos0 )ptimal use of all prouction factors foun in the environment allo6s
using less chemicals an reuction of negative impact of agriculture on the
environment- there"y- contri"uting to reuction of environmental pollution
incluing soil an air 6ith simultaneous maintaining the soil fertility0 This- in
turn- results in improvement of the rural population?s living conitions an
proucing high Duality foo (1omicki- 8CC<)0
%ustaina"le evelopment fins its reflection in the policy of the
European Union0 /olan has "een a mem"er since the year 8CC=0 The EU assigns
financial means to encourage activities aiming at implementing the rules of
&%
)
sustaina"le evelopment0 'ommon #gricultural /olicy as a sector policy in
relation to rural areas accounts for evelopment of "oth farming an non
agricultural activities0 4t assumes economic support for farms an increasing
competitiveness of the 6hole agricultural sector- through increasing multi.
functionality of rural areas0 Ho6ever- apart from economic functions an
creating favoura"le conitions for social evelopment also preservation of
natural values (incluing a"unance of ha"itats- iversity of species)- as 6ell as
cultural heritage are of great concern for the European Union environmental
policy0 4mprovement of rural life Duality is a purpose 6hich com"ines economic
an social gro6th 6ith goo living stanars in terms of the lanscape an the
natural environment Duality0 The aim of such activities is improving more
effectively the Duality of life for all inha"itants of rural areas0 This assumption
implies taking up special actions- setting priorities an instruments neee for
their reali+ation 6hich are coorinate 6ithin operational programs (%upport
8CC<Q #ssumptions 8CC>)0
!e#earch ai,= ,aterial an& or'ani(ation
$ules of sustaina"le evelopment efine a proper prouction system on the farm
proviing guarantee for 6ise an rational use of natural resources an ena"ling to
maintain its "iological iversity 6hich can "e reali+e through matching the
species of plant an animals 6ith farming conitions an also using appropriate
prouction technologies ensuring sustaine soil fertility0 4n this kin of farming
su"stitution of material means "y kno6lege an high Dualifications of farmers
plays a very important role0 Their theoretical kno6lege an eAperience are of
great importance for efficient prouction planning on the farm allo6ing to reach
a 6ie market an high social position0 Unfortunately- ue to compleAity of the
concept of sustaina"le evelopment- this kno6lege is Duite freDuently
misunerstoo or 6rongly perceive "y farmers0 Thus they nee guies 6ho 6ill
"e a"le to irect farmers? activities in the right 6ay0 4n /olan this role has "een
playe successfully "y agricultural counsellors for many years0
The purpose of this 6ork is to verify the assumption that agricultural
counsellors have a significant influence on implementation of the sustaina"le
evelopment in rural areas0
,oreover- their role is not limite only to eucating farmers
theoretically an practically "ut also involves assistance 6ith planning
sustaina"le farm prouction- as 6ell as proviing information on the su"Eect of
possi"ilities of using financial means esigne for support of ecological activities
&%
6
in rural areas0 For this purpose- surveys 6ere carrie out among /olish farmers
6hose aim 6as to check to 6hat eAtent they take avantage of services of
agricultural counsellors employe in agricultural counselling centres0 The first
surveys 6ere aresse to @9= agricultural proucers at the turn of the years
8CC8 an 8CC;- that is- right "efore /olan?s integration 6ith the European Union
structures0 The follo6ing surveys 6ere performe among 9;8 farm o6ners- in
the year 8CC7- that is- after a fe6 years of /olan?s mem"ership in the EU0 The
"asic metho of gathering information 6as the metho of iagnostic souning in
the area 6here the surveys 6ere carrie out0 ,aterial gathere in this 6ay 6as
encoe in a computer ata "ase an then 6as su"Eect to statistic analysis0
#itional avantage of iagnostic souning is that it has an impact on the
surveye o"Eects- that is- responents0 4t often happens that thanks to the surveys
the farmers ha the first opportunity of "ecoming familiar 6ith the iea of
sustaina"le evelopment of rural areas- an they coul acDuire more information
on the su"Eect0 Thanks to this- the 6ay they perceive the surrouning
environment an natural resources can turn into more environmental frienly0
!e#$lt# an& &i#c$##ion
Fulfilment of all the sustaina"le evelopment criteria in farm management
reDuires its proper organi+ation- ena"ling optimal use of prouction factors- that
is- lan- 6ork an capital (Helaner- 9BB@)0 Therefore- in orer to make the most
of the farm potential an its resources- it is avisa"le to follo6 t6o main
prouction courses simultaneously5 gro6 crops an raise animals (Duer P
Fotyma- 9BBBQ Lantinga et al 8CCCQ Lantinga P $a"inge- 9BB@)0
The fact that the maEority of farmers participating in the surveys fulfille
this reDuirement- having eclare the miAe type of prouction- is optimistic
(Figure 9)0 4ntegration of these t6o kins of prouctions allo6s for more
effective use of agricultural proucts an their further processing into animal
foer- there"y o"taining at least partial inepenence from temporary varia"le
tenencies governing the purchasing market of agricultural proucts0 ,oreover-
fertili+ers o"taine from animal "reeing is a perfect supplement for mineral
fertili+ers- an in some cases- it can "e the main source of (/1 provie to lan
uner cultivation0
&%
!
(The sum of responses in 8CC8^8CC;- eAcees 9CCN- "ecause the responents marke more than one
ans6er)
Figure 90 ,ain prouction course 6ithin the eAamine farms
The most important information source use "y farmers in the process
of sustaina"le prouction planning 6as (surveys from 8CC8^8CC;)5 mass meia
(television- raio)- ne6spapers- as 6ell as- courses an trainings organi+e "y
agricultural counselling centres (Figure 8)0 %peciali+e "ooks- the internet an
information o"taine from other farmers enEoye less popularity than the a"ove
mentione meia0 #s the surveys from 8CC7 year reveale- farmers? preferences
have slightly change recently as accoring to them they have starte to attach
more importance to competence an professionalism of information sources
(Figure 8)0 #gricultural counsellors organi+ing courses an trainings have move
onto the first position- 6hereas- "ranch ne6spapers have roppe to the secon
place0 $aio an television have lost popularity- ho6ever- farmers have starte
&%
"
more 6illingly to use the internet as a relia"le information source on sustaina"le
farming0
(The sum of responses eAcees 9CCN "ecause the surveye farmers coul mark a fe6 ans6ers)
Figure 80 ,ain information sources use "y the surveye farmers
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#
Piotr Pr's and Rados=a9 S4t')a
The a"ove results prove that the role of agricultural counsellors in the
eucational process on "ehalf of sustaina"le evelopment in rural areas is
constantly increasing0 #s early as uring the first of the presente surveys (from
8CC8^8CC;) a high level of competence on the part of agricultural counsellors 6as
notice "y the responents0 Their actions 6ere appreciate "y farmers as the
most relia"le source of information helpful in the process of farm management
(Figure ;)0 ,ore than half of the responents amitte having consulte
counsellors "efore making economic ecisions0 4n the carrie out surveys- there
can also "e foun confirmation of the theories of innovation iffusion an
imitation iffusion ($ogers- 9BB<)0 Farmers freDuently o"serve their neigh"ours
an follo6 the patterns of their activities 6ithin their o6n farms0 Every thir
responent amitte taking into consieration avice of more 6ealthy farmers-
that is- those 6ho ha achieve a market success0 #lso- avice given "y family
mem"ers- eAperts performing in agricultural television programmes or farmers of
similar living stanars 6as eclare to "e accepte "y responents0
(The sum of responses eAcees 9CCN- "ecause the surveye coul mark a fe6 ans6ers)
&$
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Piotr Pr's and Rados=a9 S4t')a
Figure ;0 The most appreciate persons 6hose counseling 6as most freDuently searche for "y
farmers in the years 8CC8^8CC;
)ne of the functions of agricultural counselling is playing the role of a
constant eucation centre in the rural communities0 These activities inclue-
organi+ation of group meetings an iniviual counselling uring 6hich farmers
are informe on technological novelties (Van en *an P Ha6kins- 8CC8)- as
6ell as on the possi"ilities of "eing grante financial support from support
programmes0
#fter integration 6ith the European Union- in ,ay 8CC=- /olan came
uner the instruments of the 'ommon #gricultural /olicy 6hich resulte in
replacing the previously eAisting systems of the country?s interference "y
solutions use on the market of the Union0 4n the first perio of mem"ership
6ithin the structures of the EU- there 6as implemente the /lan of $ural #reas
Development for the years 8CC=:8CC>- 6hich as an operational ocument-
efine goals- priorities- an rules to support sustaina"le evelopment of rural
areas0 4t accounte for social- economic- an environmental (ecological) aspects
in a 6ay consistent 6ith other structural programmes (/lan 8CC>)0 #s the
eAaminations carrie out in 8CC7 (Figure =) sho6- the kno6lege concerning
possi"ilities of using the funs supporting sustaina"le evelopment- acDuire
uring trainings organi+e "y counsellors- 6as highly value "y responents0
,ost farmers 6ere satisfie 6ith the 6ork of counsellors 6hich in their opinions
reflecte 6ell- "oth on their eApertness an a"ilities of communicating 6ith
farmers0
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$
Piotr Pr's and Rados=a9 S4t')a
Figure =0 #ssessment of the acDuire kno6lege on the possi"ilities of using support for agricultural
activities propagate "y agricultural counseling (research from 8CC7)
Concl$#ion#
The iea of sustaina"le evelopment is a very interesting su"Eect for theoretical
consieration an practical actions0 The role of sustaina"le evelopment of
agriculture in planning rural areas evelopment is getting more an more
important 6hich fins reflection in the change of the course of the European
Union 'ommon #gricultural /olicy 6hich ha "een starte at the en of the
previous century0 The current policy of rural areas evelopment focuses on
improvement of competitiveness of agricultural sectors- forestry- fishing- creating
local employment potential an iversification of income sources- there"y
increasing living stanars in rural areas0 $eali+ation of these priorities must take
place in harmony 6ith the natural environment an respecting the necessity of
&$
&
Piotr Pr's and Rados=a9 S4t')a
maintaining its "iological iversity0 Thus- it is o"vious that agriculture an rural
areas must come up to economic- social an environmental reDuirements0 The
tools "oosting economic- social an environmental gro6th are special assistance
programmes coming from the EU "uget- complete 6ith funs allocate "y the
governments of the mem"er countries0
Due to compleAity of the farm sustaina"le evelopment issue- in
practice- it appears to "e very ifficult to fin a fully sustaina"le farm 6hich
fulfils all its reDuirements an criteria0 *earing in min that a si+a"le num"er of
/olish farmers are a6are of many of the sustaina"le evelopment assumptions
6hich are environmental frienly (/rus 8CC7)- it can "e sai that the concept of
sustaina"le evelopment of iniviual farms in /olan is likely to come true0 4t is
har to change all ha"its an farming methos- immeiately0 4t can happen
graually- through changing prouction rules uring a fe6 or- in some cases-
even several years0 To tell the truth- this reDuires 6ie kno6lege an skills on
the part of the farm o6ners- "ut- in return- can lea to sustaine improvement of
the economic situation- as 6ell as achievement of intangi"le "enefits- such as-
"etterment of living conitions in rural areas an satisfaction 6ith the ecological
prouction methos0
The key to sustaina"le evelopment of rural areas an iniviual farms
in /olan appears to "e raising ecological a6areness among farmers- many of
6hom have alreay notice pro"lems connecte 6ith the natural environment-
an trie to improve their kno6lege an skills in this fiel (/rus- 8CC7)0
#gricultural counselling plays a very important part in this process- an the
counsellors are highly value "y the agricultural communities0 There"y- they
have a significant influence on the course of evelopment of the /olish
agriculture0 4nicating prouction mistakes 6hich have a negative impact on the
natural environment an eAtening proucers? kno6lege- the counsellors are
part of eucation on "ehalf of sustaina"le evelopment of rural areas0 #nother
function "eing of great importance is informing farmers on the financial support
o"taina"le from the national "uget an the European Union- promoting
activities "eneficial for the natural environment an rural areas- as 6ell as
improvement of the Duality of life- preservation of "iological an economic
iversity in the areas0
!eference#
Ass'3ptions to the 8ational Pro/ra3 oA R'ral Areas Develop3ent (8CC>)0 The
,inistry of #griculture an $ural Development- Harsa60
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'
Piotr Pr's and Rados=a9 S4t')a
'ampilan- D0 ,0 (9BB<)0 Learnin/ to char/e, chan/in/ to learnU 3ana/in/
nat'ral reso'rces Aor S'staina)le a/ric'lt're in the Philippines 'plandsB
/u"lishe /hD thesis0 Hageningen #gricultural University- The (etherlans0
De *uck- #0 !0- van $iEn- 40- $oling- (0 G0 P Hossink- G0 #0 #0 (8CC9)0 Farmers?
reasons for changing or not changing to more sustaina"le practices5 an
eAploratory stuy of ara"le farming in the (etherlans0 7he o'rnal oA
A/ric'lt'ral ;d'cation and ;Mtension, ., ;- 9<;:9>>0
Duer- 40 P Fotyma- ,0 (Es0)0 (9BBB)0 /olski koeks o"reE praktyki rolnic+eE0
4U(G- /ua6y0
Helaner- '0 #0 (9BB@)0 The Logaren proEect5 evelopment of an ecological an
integrate ara"le farming systems0 /erspectives for #gronomy Developments in
'rop %cience 8<- Flsevier- #msteram- ;CB:;9@0
Lantinga- E0 #0- )omen- G0 !0 ,0 P %chiere- H0 *0 (8CCC)0 The concept of
sustaina"le agriculture0 /amitnik /ua6ski- 98C^4- /ua6y0
Lantinga- E0 # P $a""inge- $0 (9BB@)0 The renaissance of miAe farming
system5 a 6ay to6ars %ustaina"le agriculture0 4n %0 '0 !arvis P *0 F0 /ain
(Es0)0 (aseo's nitro/en e3issions Aro3 /rasslandsB '#* 4nternational-
Hillingfor- U1- =C7:=9C0
/eersen- '0 #0 (8CCC)0 S'staina)le Aar3 3ana/e3ent s<ste3 in a/ric'lt'reB
/amitnik /ua6ski- 98C^44- /ua6y- ;=B:;>C0
Plan oA r'ral areas develop3ent (8CC>)0 The ,inistry of #griculture an $ural
Development- Harsa60
/rus- /0 (8CC7) S'staina)le develop3ent oA individ'al Aar3s )ased on chosen
/ro'ps oA Aar3ers, E!/#U 99(;)- C>0
$ogers- E0 ,0 (9BB<)0 Diffusion of innovations (=
th
eition)0 Free /ress- (e6
&ork0
$uno6ski- H0 (8CCC)0 cr6no6aony ro+6E gospoarst6 i pr+esi"iorst6
rolnych0 $oc+niki (auko6e %E$i#- Vol0 44^9- Harsa6./o+na.camo- B=:9C80
&$
(
Piotr Pr's and Rados=a9 S4t')a
%upport for farms after accession to the EU (8CC<)0 The ,inistry of #griculture
an $ural Development- Harsa60
Van en *an- #0H0 P Ha6kins H0%0 (8CC8) #gricultural EAtension0 '*%- (e6
&ork0
Varallyay- G0 (8CCC) $ational utili+ation of agricultural prouction space
in Europe0 /amitnik /ua6ski- ces+yt 98C^44- /ua6y- =@9:=7>0
Ho- #0 (9BB7a)0 $olnict6o +r6no6aone0 4n #0 Ho (E0)- Encyklopeia
agro"i+nesu (@;<)0 Harsa65 FunacEa 4nno6acEa0
Ho- #0 (9BB7") $o+6E +r6no6aony0 4n #0 Ho #0 (E0)- Encyklopeia
agro"i+nesu (@=C:@=9)0 Harsa65 FunacEa 4nno6acEa0
Ho- #0 P cegar- !0 (8CC8)0 $olnict6o spoec+nie +r6no6aone0 4E$iG-
Harsa60
ca6is+a- %0 (8CC9) $ola i mieEsce gospoarst6 ro+innych 6 systemie rolnict6a
+r6no6aonego0 4n Rola i 3ie"sce /ospodarst9 rod4inn<ch 9 s<ste3ie
rolnict9a polskie/o i e'rope"skie/o (=B:<>)0 'onference /roceeings- #T$
*ygos+c+0
Po##i*ilitie# of #$++ortin' chil&ren Cith #+ecial
e&$cational nee&# in E#tonia thro$'h coo+eration
*etCeen the e&$cational= #ocial an& ,e&ical fiel&#
Tiina 1allavus
7allinn Universit<, ;stonia
A*#tract
&$
)
Piotr Pr's and Rados=a9 S4t')a
7he paper /ives an overvie9 oA the sit'ation oA children 9ith special ed'cational
needs in ;stonia, points o't the a)sence oA necessar< s'pportin/ s<ste3s that
9o'ld ens're the childGs )etter develop3entB :n the eMa3ple oA one school,
sol'tions are /iven on ho9 all necessar< s'pportin/ s<ste3s can reach the child
iA s'pportin/ s<ste3s are applied net9ork*)asedB So3e proposals are 3ade
re/ardin/ 9hat sho'ld )e chan/ed in ed'cational, social and 3edical Aields so
that the child 9ith special ed'cational needs 9o'ld /et necessar< s'pport
thro'/ho't the 9a< into the ad'lthoodB
Key wordsU special needsE s'pport s<ste3E net9ork cooperationE tea39ork
coordinationE eV'al opport'nitiesB
The to+ic an& #it$ation of the #t$&3
'hilren are 6ith special nees if they iffer ue to their a"ilities- cultural or
social "ackgroun- an^or personality from their contemporaries to such an
eAtent that they nee the reorgani+ation of the environment in orer to reach their
full evelopmental potential0 %pecial nees 6hich appear in the preschool age are
calle special evelopmental nees- 6hereas in the case of school.age chilren
they are calle special eucational nees (1-rgesaar- 8CC8)0 %pecial nees have
"een ivie into the follo6ing categories5 visual impairment- hearing
impairment- physical isa"ility- speech impairment- mental isa"ility- learning
ifficulty an health isorer0
The topic of the present stuy is the situation of chilren 6ith special
nees in Estonia?s special nees schools an the possi"ilities of improving it
through cooperation "et6een ifferent agencies0 The empirical stuy is- on the
one han- concerne 6ith escri"ing the situation of the schools for chilren 6ith
special nees in Estonia an- on the other han- 6ith analysing cases that have
"ee chosen from Tartu Her"ert ,asing %chool0
#ccoring to the eAisting stuies an empirical eAperience of the author-
many support services provie in Estonia o not reach chilren 6ith special
nees an the net6ork."ase implementation of these services 6oul provie a
"etter "asis for the evelopment of chilren 6ith special nees0
Theoretical *ac@'ro$n&
Urie Bronfen*rennerT# ecolo'ical #3#te,# theor3
&$
6
Piotr Pr's and Rados=a9 S4t')a
#ccoring to U0 *ronfen"renner?s theory (9B@B)- a person?s living environment
has an impact on its evelopment0 The socio.ecological theory elineates four
layers of neste systems 6hich interact in compleA 6ays an can "oth affect an
"e affecte "y the person?s evelopment0 The four types of systems contain roles-
norms an rules that shape evelopment0 The system inclues a microsystem-
mesosystem- eAosystem- an macrosystem0 The microsystem is the family-
classroom- or systems in the immeiate environment in 6hich a person is
operating0 The mesosystem is t6o microsystems interacting- such as the
connection "et6een a chil?s home an school0 The eAosystem is an environment
in 6hich an iniviual is inirectly involve an is eAternal to his eAperience0
The macrosystem is the larger cultural conteAt0
U0 *ronfen"renner (9BB8) escri"es a person?s transition from one
microsystem to the neAt as an ecological transition0 The smoothness of the
transition epens on 6hether the rules in the ne6 microsystem have also "een
applie earlier- 6hether the ne6 rules are eAplaine- an 6hether there is
someone from the previous microsystem 6ho accompanies the transition0
The macrosystem can "e thought of as the Fsocial "lueprintG of a given
culture- su"culture- or "roa social conteAt an consists of the overarching
pattern of values- "elief systems- lifestyles- opportunities- customs- an resources
em"ee therein0 This system is generally consiere to eAert a uniirectional
influence upon not only the person "ut the lo6er.level systems (i0e0 micro.-
meso.- an eAosystems) as 6ell0
The octoral thesis Possi)ilities oA S'pportin/ Children 9ith Special
8eeds as Cooperation 2et9een ;d'cational, Social and Medical Kields "y Tiina
1allavus gives an overvie6 of the possi"ilities- situation an nees of the
macrosystem an microsystem that are neee for supporting an teaching
chilren 6ith special eucational nees0
&$
!
7iina &allav's
Ma#loCF# hierarch3 of nee&#
,aslo6 (see %imons- !anet # et0al0- 9B7@ ) has set up a hierarchy of five levels of
"asic nees0 *eyon these nees- higher levels of nees eAist0 These inclue
nees for unerstaning- esthetic appreciation an purely spiritual nees0 4n the
levels of the five "asic nees- the person oes not feel the secon nee until the
emans of the first have "een satisfie- nor the thir until the secon has "een
satisfie- an so on0 ,aslo6Ks "asic nees are as follo6s5
/hysiological nees are "iological nees0 They consist of nees for
oAygen- foo- 6ater- an a relatively constant "oy temperature0 They are the
strongest nees "ecause if a person 6ere eprive of all nees- the physiological
ones 6oul come first in the personKs search for satisfaction0
%afety nees0 Hhen all physiological nees are satisfie an are no
longer controlling thoughts an "ehaviors- the nees for security can "ecome
active0 #ults have little a6areness of their security nees eAcept in times of
emergency or perios of isorgani+ation in the social structure (such as
6iesprea rioting)0 'hilren often isplay the signs of insecurity an the nee to
"e safe0
(ees of love- affection an "elonging0 Hhen the nees for safety an
for physiological 6ell."eing are satisfie- the neAt class of nees for love-
affection an "elonging can emerge0 ,aslo6 states that people seek to overcome
feelings of loneliness an alienation0 This involves "oth giving an receiving
love- affection an the sense of "elonging0
(ees for esteem0 Hhen the first three classes of nees are satisfie- the
nees for esteem can "ecome ominant0 These involve nees for "oth self.esteem
an for the esteem a person gets from others0 Humans have a nee for a sta"le-
firmly "ase- high level of self.respect- an respect from others0 Hhen these
nees are satisfie- the person feels self.confient an valua"le as a person in the
6orl0 Hhen these nees are frustrate- the person feels inferior- 6eak- helpless
an 6orthless0
(ees for self.actuali+ation0 Hhen all of the foregoing nees are
satisfie- then an only then are the nees for self.actuali+ation activate0
,aslo6 escri"es self.actuali+ation as a personKs nee to "e an o that 6hich
&$
"
7iina &allav's
the person 6as F"orn to oG0 These nees make themselves felt in signs of
restlessness0 The person feels on ege- tense- lacking something- in short-
restless0 4f a person is hungry- unsafe- not love or accepte- or lacking self.
esteem- it is very easy to kno6 6hat the person is restless a"out0 4t is not al6ays
clear 6hat a person 6ants 6hen there is a nee for self.actuali+ation0
The principles of ,aslo6?s hierarchy of nees provie the "ase for
"etter supporting0 #ccoring to these principles- the effective learning process
can not take place until all the "asic nees are satisfie e0g0 nees of physical an
emotional 6ell."eing0
S$++ortin' #3#te,# in E#tonia
There are many possi"ilities to support chilren 6ith special nees0 The variety
an the reaching of supporting systems iffer regionally an it epens on the
local government an geographical location0 Health care etermines the nee for
meical care0 4t esta"lishes the cause of the isorer- suggests the proper meical
treatment- surgical treatment- reha"ilitation an secures the accessi"ility of the
meical care "ase on iniviual nees0 The social care etermines a person?s
nee for eAternal ai an support services for satisfactory coping an ensures the
necessary social assistance0 The eucational system etermines chilren 6ith
special eucational nees an secures the accessi"ility of the necessary
peagogical ai (the suita"le form of stuy- curriculum- etc)0 %upporting systems
in Estonia accoring to the fiels provie them5
meical support accoring to the Estonian ,inistry of %ocial #ffairs
Jsee Social @elAareLU meical care an meical reha"ilitationQ
social support accoring to Estonian ,inistry of %ocial #ffairs Jsee
Social @elAareLU 6elfare- supporting systems an counsellingQ
eucational support accoring to Estonian ,inistry of Eucation an
$esearch Jsee S'pportin/ Children 9ith Special ;d'cational 8eedsL,
ensuring eDual eucational opportunities5
(9) inclusion in mainstream schools5
&$
#
7iina &allav's
a) chil 6ith special eucational nees in a mainstream classQ
") special classesQ
c) supporting systems (speech therapist- psychologist etc0)Q
) iniviual stuy curricula follo6ing each stuent?s
evelopmental neesQ
e) stuying at home (6ith possi"ility to atten lessons of musicQ
arts- hanicraft an physical eucation)Q
(8) schools for chilren 6ith special nees5
a) classes accoring to the iagnosisQ
") iniviual stuy curriculaQ
c) supporting systems (special eucation teachers- speech
therapists- supporting teachers- psychologists an social
peagogy teachers)0
Metho&#
*oth Duantitative an Dualitative research methos 6ere use0 The main metho
6as Dualitative research an the follo6ing Dualitative research methos 6ere
use5 case stuy- phenomenological stuy- action stuy0 The Duantitative
research 6as mainly "ase on Duestionnaires fille in at schools for chilren 6ith
special nees0 *esies Duestionnaires- intervie6s- o"servation- intervention an
ocument analysis 6ere also use for collecting ata0
'ase stuy stuies a phenomenon in its natural environment0 ; cases
6ere chosen from Tartu Her"ert ,asing %chool0 The cases represent eAtreme as
6ell as typical cases of ifferent iagnosis0 The parents 6ere intervie6e-
transfer ocuments 6ere stuie e0g0 personal files- reports from octors an
other specialists0 The phenomenological stuy 6as "ase on the eAaminer?s
&&
%
7iina &allav's
eAperience0 The author of this octoral thesis has 6ork eAperience in social as
6ell as in eucational fiels0 #ction stuy is smaller intervention proEects carrie
out in a natural environment)- it inclue practices use at the Her"ert ,asing
%chool0
The Duantitative research 6as conucte in the entire Estonia e0 g0
6hich supporting systems are provie in 6hich special schools an ho6 the
cooperation "et6een ifferent fiels is arrange in ifferent special schools
(meical- social an eucational fiels)0 =; Duestionnaires 6ere sent to special
schools in the years 8CC@^8CC70 The search 6as conucte only in special
schools- the research i not involve chilren 6ith special nees in mainstream
schools0
The main purpose for using ifferent research methos 6as to get
comprehensive ata0 Using only one research metho can lea to false conclusion
an provie information is often one.sie0
!e#$lt#
The environment influences a chil?s evelopment an- accoring to the results
of the stuy of the octoral thesis- it is possi"le to make follo6ing Duantitative
results0
4t can "e sai that there is no overvie6 of the eAact num"er of chilren
6ith special nees in Estonia0 The reasons are that there are ifferent
interpretations of special nees in ifferent fiels an that the regulations have
not yet "een "rought up to ate0 From the stuy came out that roun >7N of
chilren 6ith special nees in =; special eucational nees %chools are not ealt
6ith in time an there is poor performance in early etection0 4t also occurre
that the organi+ation of stuy an funing of schools o not take sufficient
account of chilren?s special nees- for eAample chilren 6ith special nees o
not have the necessary stuy materials- there is a lack of teachers an other
specialists an the learning environment in many schools nees improving0 The
research also sho6e that the a"ility of special nees schools to provie the
necessary health an reha"ilitation services to their pupils is limite0
)ne of the Dualitative results 6as that the role of the counseling
committee is formal- the committee 6orks only 6ith the provie papers an it
oes not have a irect contact to the chil 6ith special nees0 %ome of the
&&
$
7iina &allav's
mentione results 6ere also "rought out in the Eucation )pportunities of
'hilren 6ith %pecial (ees? report of (ational #uit )ffice of Estonia (see
Eucation )pportunities of 'hilren 6ith %pecial (ees- 8CC>)0
The main o"servations of the (ational #uit )ffice of Estonia can "e
pointe out0 Firstly- there is no agreement on 6hich chilren to consier as
chilren 6ith special nees an the eAact num"er of these chilren is unkno6n0
Therefore- there is uncertainty in the organisation of the eucation of the chilren
6ith special nees- 6hich impees the organisation of eucational activities an
causes uneDual treatment of the chilren 6ith special nees0 %ince it is not kno6n
6hom to consier as chilren 6ith special nees- relia"le an eAhaustive
information a"out all chilren 6ith special nees has not "een gathere to the
Estonian 4nformation %ystem for Eucation (EH4%)0 %econly- a large portion of
chilren 6ith special nees is not ealt 6ith at the right time0 'hilren?s special
nees usually "ecome evient "efore school or in the first stage of school0
#ccoring to eAperts- it is possi"le to eliminate- treat or alleviate the special
nees of chilren- provie that they are attene to at the right time0 Ho6ever-
in reality in a thir of the cases the special nees are notice an a suita"le
curriculum or a suita"le school is etermine for the chil as late as in the secon
or thir stage of school0 Upon implementation of the support systems necessary
for chilren 6ith special nees- the pro"lems of cooperation "et6een ifferent
parties an the uncertainty of the parties? o"ligations "ecame evient0 The
reDuire support systems are implemente too late for many chilren0 Thirly-
the eucational conitions nee improvement0 The auit inicate that the
teaching ais for the chilren 6ith special nees are insufficient- there is a lack of
reDuire specialists an the stuy environment in most schools nees aEustment0
The eucational conitions esigne specifically for the chilren 6ith special
nees 6ere usually "etter in the special nees schools- "ut even the latter coul
not ensure all the reDuire conitions0 The activity of the special nees schools in
proviing the stuents 6ith treatment an reha"ilitation services is limite0
The research sho6e that the help provie "y the eAisting support
structures oes not al6ays reach the chil 6ith special nees "ecause Estonia
oes not have a national support system for the evelopment of chilren 6ith
special nees that 6oul com"ine all the support services provie into an
effective cooperation net6ork0 4t is possi"le to get many ifferent supporting
services- "ut the services are not provie in one institution0 %ome of the services
are provie "y the meical- some "y the social an some "y eucational fiel0
There also oes not eAist effective system for the early etection an intervention
in the case of a special nee0 The cooperation "et6een government epartments
&&
&
7iina &allav's
is insufficient an the services provie are not client."ase "ut fiel."ase0
*ecause of the fiel."ase provision of the services there shoul "e coorinators
6ho have all the information a"out the provie supporting systems0 There is
also lack of specialists- for eAample- certain type of psychotherapists- specialists
for multilingual chilren0
4t 6as reveale that the most effective system 6hich guarantees the
reaching of the services to the chil is the parent?s a6areness0 The reaching of
the services iffers regionally an it epens on the local government an
geographical location0 The cooperation of the specialists is mostly iniviual.
"ase- not systematic0 )ften they have no kno6lege a"out the 6ork of the
specialists from the other fiels of the chil?s support system0
Po##i*ilitie# of a #chool in the ca#e of coo+eration *etCeen
&ifferent fiel&#
4n orer for the intervention to provie "etter possi"ilities for the chil?s
evelopment- the family has to participate in the intervention process0 The
intervention process starts 6ith iagnosing0 The family plays an important role in
sharing the meical information to the teams as 6ell in social an eucational
fiels0 #ccoring to the /ersonal Data /rotection #ct (see /ersonal Data
/rotection #ct- 8CCB)- giving out person ata is prohi"ite0 Uner personal ata
is meant information relating to an ientifie natural person or a natural person
ientifia"le "y reference to the personKs physical- mental- physiological-
economic- cultural or social characteristics- relations an associations0 #s private
personal ata is consiere5 (9) ata revealing etails of family lifeQ (8) ata
revealing an application for the provision of social assistance or social servicesQ
(;) ata revealing mental or physical suffering enure "y a person0 %ensitive
person ata are (9) ata relating to the state of health or isa"ilityQ (8) ata
relating to genetic information0
Different institutions have no right to share personal information
concerning the chil0 )nly the parent has the right to share it0 The parent is not
o"ligate to share information concerning the chil0 4n orer for a chil to get the
"est possi"ilities for one?s evelopment- all the necessary information shoul "e
provie to the institution0 %ufficient application of supporting systems has to
comprise all the chil?s special nees0
&&
'
7iina &allav's
The i&eal #it$ation in ter,# of the health= #ocial an& e&$cational #er%ice#
+ro%i&e& to chil&ren Cith #+ecial nee&#
The or'ani(ation of the Cor@ of the #$++ort #3#te,# in Tart$ "er*ert Ma#in' School
)n the eAample of Tartu Her"ert ,asing %chools it is attempte to esta"lish
6orking supporting system that involves eucational- social an meical
supporting services that 6oul support the chil?s evelopment0
The pupils at Tartu Her"ert ,asing %chool have somatic iseases-
physical isa"ilities or multiple isa"ilities- iseases of the nervous system
an^or mental isorers (eAcluing mental retaration "ut incluing the autistic
synrome)0 ,any chilren have more than one iagnosis an also "elong to
ifferent special nees groups0 # special learning environment has "een create
for autistic chilren0 The lessons are structure "oth in time an space an the
chilren are taught "y eAperience teachers an assistant teachers0
The school?s general aim in teaching an chilcare is to raise a socially
competent iniviual 6ith learning skills- to improve the pupil?s health- an to
raise the self.esteem of pupils 6ith incura"le iseases an teach them ho6 to
cope 6ith their illness0
The aim of the reha"ilitation provie in Tartu Her"ert ,asing %chool
is to help the stuents to "ecome as inepenent as possi"le espite their
isa"ilities0 The reha"ilitation also aims to teach strategies for ongoing
isa"ilities0 The reha"ilitation team consists of a num"er of professionals 6ho are
traine in ifferent areas of reha"ilitation0 They provie physiotherapy- speech
therapy- an psychological an socio.peagogical counseling0 The reha"ilitation
involves cooperation "et6een health an social epartments0
The reha"ilitation centre provies services for chilren- youngsters an
gro6n.ups0 The esta"lishment of a centre that 6oul provie ai in stuying an
ifferent leisure activities is in progress0 The goal of the centre is to unite
ifferent activities from ifferent fiels in orer to support chilren 6ith special
nees on their 6ay to aulthoo0
The ieal situation 6oul "e 6here the meical- social an eucational
systems as 6ell as the chil an the family 6ork as a team- every mem"er of the
team having clear responsi"ilities an tasks in orer to achieve the chil?s
maAimum evelopmental- intellectual an health potential0
&&
(
7iina &allav's
The eAample of Tartu Her"ert ,asing %chool sho6s that the chil 6ith
special nees can access services provie "y ifferent fiels in one school0 This
has to "e precee "y early etection- informing an supporting the parent- an
the coorinate cooperation "et6een special systems (meical- social an
eucational) at ifferent levels0 #lso- the process of proviing these services is
ongoing an ne6 services an an optimal cooperation moel for eucating
chilren 6ith special eucational nees have to "e evelope0
S$,,ar3
The role of the family in chil rearing is ecreasing0 %pecial schools are place in
a situation 6here the society an parents eApect a chil?s eucation to "ring
a"out his^her all.roun progress- incluing the reha"ilitation of the chil?s
previous negative eAperiences- ne6 "ehavioural moels- sociali+ation- an
preparation for the ault 6orl0 This places special schools in a situation 6here
they have to provie as many support services as possi"le in orer to fulfil all
those eApectations- an the support services an eAisting specialists have to "e
Eoine into an effective coorinate net6ork0
!eference#
*ronfen"renner- U0 (9B@B)0 7he ecolo/< oA h'3an develop3entU eMperi3ents )<
nat're and desi/nB 'am"rige- ,assachusetts an Lonon5 Harvar University
/ress0
*ronfen"renner- U0 (9BB8)0 ;colo/ical s<ste3s theor<B 4n $0 Vasta (E0)- SiM
theories oA child develop3entU revised Aor3'lations and c'rrent iss'es (pp0 97@:
8=B)0 Lonon5 !essica 1ingsley0
1-rgesaar- !0 (8CC8)0 Sisse"'hat's harid'slike eriva"ad'ste ksitl'sse L#n
introuction to special eucational neesM0 Tartu likooli 1irEastus
;d'cation :pport'nities oA Children 9ith Special 8eeds0 (ational #uit office
of Estonia0 $etrieve #pril ;- 8CCB- from http5^^6660riigikontroll0ee^Ilanghen
(C;0C=08CCB)
Personal Data Protection ActB $etrieve ,arch ;9- 8CCB- from
http5^^6660legalteAt0ee^teAt^en^@CC;C0htm
&&
)
7iina &allav's
%imons- !0 #0- 4r6in- D0 *0- Drinnien- *everly #0 (9B7@) ,aslo6?s hierarchy of
nees0 4n Ps<cholo/<Nthe search Aor 'nderstandin/, (pp0 =<:<>)0 (e6 &ork5
Hest /u"lishing House0
Social @elAareB $etrieve #pril ;- 8CCB-
from http5^^6660sm0ee^eng^activity^6elfare.services0html
S'pportin/ Children 9ith Special ;d'cational 8eedsB Retrievd April 3, 2661,
Aro3 http5^^6660hm0ee^ineA0phpI9<9CC8@ (C;0C=08CCB)
&&
6
E&$cation for S$#taina*le De%elo+,ent an& e<
Learnin'
S$#tainin' +o#iti%e ,oti%ation an& cre&it %al$e
thro$'h *len&e& learnin'
/eter /urg an %rekko cakraEek
$nstit'te and Acade3< oA M'lti3edia, Slovenia
A*#tract
2ased on an e3pirical st'd< the paper descri)es a )lended co'rse desi/n that
provides an opti3al )alance )et9een st'dent 9orkload and positive 3otivationB
7he o)"ective oA the st'd< 9as to deAine a c'rric'lar desi/n oA ne9*3edia and
9e)*)ased teachin/ and learnin/ 3ethods that 3otivate st'dents Aor reachin/
hi/her co3petence 9ith less perceived eAAort or stressB 7he develop3ent oA the
co'rse is i3portantl< )ased on a t9o*<ear V'alitative and V'antitative inV'ir< on
ho9 st'dents perceive ne9*3edia and 9e)*)ased approaches to )lendin/
traditional Jclass*presenceL and online st'd<in/ in ter3s oA aAAectin/ their
9orkloadB 7he anal<sis oA Airst*<ear st'dentsG opinion /athered thro'/h ann'al
s'rve<s is set a/ainst the )ack/ro'nd oA c'rrent disc'ssions a)o't ti3e
3ana/e3ent and st'dent 9orkloadB $t is conAir3ed that )lended approaches to
teachin/ and learnin/ s'ch as 'sin/ LMS*inte/rated Aeat'res like Aor'3s, )lo/s
or 3'lti3edia, especiall< iA co3)ined 9ith careA'll< desi/ned Aace*to*Aace
3eetin/s, increase )oth the ho'r*per*credit val'e oA a co'rse as 9ell as st'dent
satisAactionB SpeciAic diAAerences a3on/ co'rse desi/n ele3ents as 9ell as
)et9een A'll* and part*ti3e st'dents are evident, and several s'staina)ilit< iss'es
ariseB
Key wordsU )lended learnin/E e*learnin/E ne9 3ediaE, 3otivationE 9orkloadE
ti3e 3ana/e3entE s'staina)ilit<E MoodleB
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Peter P'r/ and Sre>ko 5akra"?ek
The re#o$rce of ti,e
# proper management of resources seems to "e returning as one of pivotal issues
of toayKs society at large- presently reaching a further peak after the renaissance
of ecology in the seventies0 #n 6hile the last ecaes of neoli"eral economical
thought an practice get "itterly revise in the face of the glo"al financial an
economic crisis- ne6 priorities are "eing efine- novel moels of eicating an
organising financial an material- an not least temporal or even cognitive
resources are emerging0 Hhile financial an material assets are "eing iscovere
as relative an inconstant- the resource of time is still 6iely accepte as a
linearly- eDually istri"ute goo- of 6hich every iniviual or group is grante
an eDual amount : at least at the "eginning- an theoretically0 Hhereas
practically- there are many ivies remaining in the realm5 such as e0 g0 life
eApectancy- even if more than ou"ling in the last t6o hunre years- "ut
remaining largely ifferent throughout countries an even social strata ($iley-
8CC9)Q or the contemporary forms of unfree la"our (4L)- 8CC<) etc0
The contemporary 6estern societies prover"ially value time as money0
#n the latter is sai to make the 6orl go aroun : an even if at the cost of
negative glo"alisation (Garson- 8CC8)0 #s a linear imension time is- even if this
"e seriously ispute at highest science levels ever since (Einstein- 9B8C)- "y an
large unerstoo as an evenly istri"ute resource an a constant that is : along
6ith the imension of space : o"Eectively efining the presence of man an
matter0 The invaria"le flo6 of time is- ho6ever- challenge also "y human
su"Eective impressions or states of e0 g0 J"oreom? (6here time appears to run
more slo6ly than usual) or its antonyms of JeAcitement?- Jinterest? or Jpleasure?
an even Jstress? (6here time seemingly passes faster than usual)0
Ai,# an& re#earch ,etho&
Thus- this article aims to firstly iscuss "oth the cultural an the peagogical
"ackgroun of time.management "ase motivation an seconly to ela"orate this
iscussion 6ith empirical ata from a t6o.year Dualitative an Duantitative
inDuiry on ho6 stuents perceive ne6.meia an 6e"."ase approaches to
"lening traitional (class.presence) an online stuying in terms of affecting
their 6orkloa0 #fter efining the possi"le pivotal elements of positive an
negative motivation in the course esign through "oth literature revie6 an o6n
o"servation of the target group- first.year stuents? opinion 6as gathere through
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Peter P'r/ and Sre>ko 5akra"?ek
annual surveys an analy+e statistically (approAimately 9<C stuents per year in
several runs of the same course- separate full.time an part.time)0 *oth
Duantitative an Dualitative (o"servation) empirical ata are set against the
"ackgroun of current iscussions a"out time management an stuent 6orkloa-
6ith a special attention to specific ifferences among course esign elements as
6ell as "et6een full. an part.time stuents0 Thus the paper arrives at a via"le
moel of a curricular esign of ne6.meia an 6e"."ase teaching an learning
methos that motivate stuents for reaching higher competence- 6ith less
perceive effort or stress0
Ti,e a# an i##$e of #t$&ent Cor@loa&
%imilar ivies as in other resources mentione a"ove can "e recognise also in
the realm of the kno6lege resource that is Duite similarly "eing sprea
uneDually among countries an social strata : even if perhaps some6hat
"alance 6ith the glo"alising effect of migrations an especially ne6
technologies0 Even formal learning is increasingly "ecoming a life.long activity-
thus the process of stuying can "e perceive as unerlying the same personal (or
group."ase) economy of resource management as e0 g0 la"our0 Especially 6ithin
the current process of introucing the *ologna principles into European higher.
eucation systems- time is irectly connecte to creit value through the
European 'reit Transfer %ystem (E'T%)- efining a Duantitative unit of stuy
(one creit point) "y time spent stuying (8< to ;C hours)0 *eing J"ase on the
6orkloa stuents nee in orer to achieve eApecte learning outcomes? the
E'T% creit points a6ar Jall learning activities (such as lectures- seminars-
proEects- practical 6ork- self.stuy an eAaminations) reDuire to achieve the
eApecte learning outcomes? (Eucation an 'ulture DG- 8CC@)0 4n spite of this
Duantitative efinition the importance of spening learning time in sensi"le-
iactically 6ell esigne activities an su"Eect.relevant conteAts (as linke to
learning outcomes) shoul not "e unerestimate0 #s the *ologna process
remains importantly "iase "y the neoli"eral legacy of the past ecaes- the
strong metaphorical connection of such eucational Jcreit? to its primary
connotations in the realms of economy an management shoul not "e neglecte
at this point0 4nterestingly- in a representative stuy of 8CC@ the stuents of
*ologna.rene6e stuy programmes in %lovenia prove to "e less satisfie 6ith
their stuy eAperience in terms of 6orkloa (@C hours per 6eek oppose to <@
hours average 6eekly 6orkloa for stuents of traitional programmes)- even if
the their overall 6orkloa compare to the results of the 8CC< stuy has slightly
ecrease (Evrotuent 8CC@)0
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Peter P'r/ and Sre>ko 5akra"?ek
#ll the a"ove can "e thus seen in support of the fact that assessment of
actual stuent 6orkloa is an essential metho 6hen introucing ne6 stuy
programmes- an especially 6hen revising eAisting curricula0 #"ove all
curricular revisions can "e unerstoo as rene6als of collective or iniviual
processes of personal or eucational gro6th0 Taking a firm hol in the higher
eucation sector- the 6orkloa issue has recently "een spreaing also onto lo6er
stages of the eucational system- ena"ling "etter vertical compara"ility an
transparency as 6ell as hori+ontal eDuity among ifferent programmes an
countries alike0 4n alignment 6ith the *ologna process such assessments are to "e
implemente at least annually in the case of ne6ly introuce stuy programmes
(an only until the first generation of stuents has grauate)- after6ars at least
every t6o years0
A##e##in' +ercei%e& Cor@loa&
The methoology of such assessment is usually "ase on self.evaluation of
stuents a"out their Jactual? (i0e0 actually- o"Eectively elivere) total 6orkloa-
usually conucte through Duestionnaires- occasionally com"ine 6ith
Dualitative methos of structure intervie6s or even focus groups- aitionally
the colla"oration of stuent representatives can "e of great importance in
"alancing the (other6ise still fairly representative an relia"le) Duantitative
statistical count0 From the perspective of school management- "esies stuents
the triangle of 6orkloa measurement 6oul nee to inclue teachers as 6ell
6ho naturally 6ant to control an positively influence learning motivation an
group atmosphere- 6hereas school managers are usually concerne 6ith
"enchmarking of their grauates an the pu"lic image of their eucation
institution0 %chool managers- teachers an stuents are thus interconnecte
(together 6ith seconary stakeholers such as parents- pu"lics etc0) in a triangle
of Duality assurance (partnership) that is- as the present article argues-
importantly linke to the issue of stuent 6orkloa0
,any eAisting investigations align in that the stuentKs Duantitative self.
assessment of stuy 6orkloa (usually taking in the 6hole stuy process in one
measurement) is still su"Eective to such an eAtent that it is not really relevant or
useful for course planning or revision purposes0 #mittely- the impression of
time passe is strongly su"Eect to factors of motivation that are epenent on
teaching methos as 6ell as forms an contents of stuy materials an not least
forms of assessment0 D0 1em"er (8CC=) also efines those curricular structures of
stuy programmes an course implementation esigns that regulate all the a"ove
mentione elements- an stresses the strong impact of personal relationships
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Peter P'r/ and Sre>ko 5akra"?ek
"et6een teacher an stuent (group)0 The Jperceive 6orkloa? : the prevailing
negative connotation of J6orkloa? shoul also "e taken into account : also
epens on stuent overall satisfaction 6ith a course- the collective learning
climate- interpersonal relations in the group an other compleA (usually only
Dualitatively efina"le) factors0 This is 6hy the present article- neAt to firm
Duantitative analyses- also inclues Dualitative ata o"taine through first.person
interaction "et6een teacher an stuents (semi.formal iscussions 6ith stuents
6ithin an after presence class- or in forums an "logs online)- as 6ell as through
open Duestions in the anonymous Duestionnaire0
#n important ra6"ack in assessing stuent 6orkloa is also the
pro"lem of clear segmentation of this 6orkloa in terms of eAactly J6hat? is it
that "urens (or relieves) the stuent Jho6 much?0 This is further complicate
also "y the fact that the self.o"serving stuent : as a life.long learner "ecoming
increasingly a6are of her or his learning processes : is also an active
(co)manager of her or his o6n stuy eAperience0 %pecific com"inations of
teaching methos an course esigns thus have to "e taken into account every
time a 6orkloa measurement is conucte- an Dualitative methos of
o"servation are to "e use complementarily0 The eAactness of Duantitative
measurement can "e further compromise "y the strong influence of personal
learning motivation that can lea the stuent to Jfeel? her or his 6orkloa lo6er
(positive learning motivation- also affinity to the su"Eect) than the Jactual? hour
count 6oul sho60 # higher learning motivation ena"les the stuent for reaching
learning outcomes 6ith less (su"Eectively) perceive effort- an also in shorter
(o"Eectively measure) time0 %tuentKs personal 6ork ethics- cognitive preference
an capacity of tackling compleA- parallel learning processes can also
importantly influence not only the perceive "ut also the actual time neee to
reach a learning outcome0
NeC ,e&ia for ,ea#$rin' an& #$#tainin' +o#iti%e ,oti%ation
an& ,re&it ,al$e
# relia"le moel in terms of sustaina"le Duality management of the learning
process is most pro"a"ly still the investigation of hours spent for iniviual
activities0 ,ost telling results can "e achieve "y measuring specific stuent
preferences for interactions 6ith specific (or several selecte) elements of the
course esign0 4n online an "lene learning moels this is easily possi"le
through visually perceiva"le entities (such as icons- frames- ro6s or columns in a
learning management system : L,%- e0 g0 ,oole or *lack"oar)0 They can
support stuents in focusing on iniviual activities or course esign elements-
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Peter P'r/ and Sre>ko 5akra"?ek
an thus ena"le more eAact fee"ack in terms of ifferentiate 6orkloa
measurement or preference : of course- therefore- the stuent has to "e informe
or even accoringly sensiti+e for self.o"servation in avance0 Here a potential
ra6"ack is the over.attentiveness to the measure elements (missing the
spontaneously incurre stuy activity)0 Thus the present stuy focuses only on
those elements that are naturally perceive "y stuents as entities of activity
(/urg 8CCB)- such as iniviual an colla"orative tasks or material."ase
(home)6ork assignments on the one han- an iniviual applications such as
"logs- forums- chats- 6ikis etc in an L,% on the other0
*eyon ou"t the Horl Hie He" an the 4nternet at large have
"rought ifferent parts of the 6orl nearer- the (perceive- "ut also measureL
time of information transmitting an processing has rastically ecrease ue to
electronic- igital an a"ove all mo"ile communication technologies0 *ut in
terms of a paraoA- the present information an communication technologies
(4'T) o"viously o not ecrease the everyay processing 6orkloa : usually
iscusse as Jinformation overloa?0 The immanently multitaske an
multimeia.ena"le human "rain can still easily get over"urene "y the soaring
computation spees of ne6 technologies forcing the graually evolving "rain into
memory malfunction or attention eficit isorers (1ling"erg- 8CC7)0 %o ho6
can- especially in eucational conteAts- ne6 technologies "e use efficiently- "ut
yet sustaina"ly : an ho6 can they help not only to assess perceive stuent
6orkloa- "ut also to ecrease itI
The a"ove ilemmas of assessing an "alancing stuent 6orkloa can
"enefit from the positive cultural as 6ell as technological trens in the use of ne6
meia- especially of the He" in com"ination 6ith the personal computer : of
course increasingly in their mo"ile- multi.local an omni.accessi"le hy"ris0 Due
to their leaing social role in all segments of human eAistence these technologies
naturally come into use in the realm of eucation- taking on specific forms an
often spearheaing the evelopments of (critically) creative as 6ell as
(inustrially) prouctive usages of 4'T0 The He" is implemente as the most
potent (even if also unrelia"le or even angerous) source of information an
stuy materials as 6ell as a meium an platform for learning processes at large0
Uner the conition of technically guarantee anonymity of ata acDuisition-
processing an archiving an online Duestionnaire conucte 6ithin an L,% can
prove as an optimal tool for assessing stuent 6orkloa0 ,oreover- the
applications in an online stuy environment an especially their use in "lene
eucational settings "ecome positive motivation factors0 4n the follo6ing analysis
of empirical ata- ne6 meia an especially the He" is prove potent for
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Peter P'r/ and Sre>ko 5akra"?ek
positively Jrelieving? the eucational process- thus raising not only the
motivation of stuents "ut also the creit value of their eucation0
?or@loa& an& ,oti%ation o+ti,i(e& thro$'h *len&e& learnin'
The a"ove assumptions an preictions are checke against a representative "oy
of Duantitative empirical ata from a topical Duestionnaire- an complemente
6ith selecte Dualitative o"servations0 4niviual ("lene) course esign
elements that sho6 great significance for ecreasing the perceive stuent
6orkloa an increasing motivation are iscusse into some etail0 The research
6as carrie out on t6o compara"le groups of stuents attening the same course
uner the leaership of the same teacher (first author of the present article)- 6ith
eAactly the same contents- aims- outcomes as 6ell as learning- teaching an
assessment strategies : yet conucte in t6o ifferent schools0 Furthermore- the
larger group (ho6ever- 6ith a lesser Duestionnaire response) 6ere full.time
stuents- an the smaller one 6ere part.time stuents 6ho atten courses in the
afternoon an com"ine stuying 6ith regular 6ork (full.timers atten in morning
or miay an only rarely 6ork full.time "esies stuying)0 J4ntrouction to
,eia? is the introuctory course of a recently *ologna.rene6e higher
vocational eucation programme J,eia /rouction? in %lovenia0 *oth course
runs laste 9C 6eeks an 6ere complete "y mi.Decem"er 8CC70 Ta"le 9 sho6s
the comparison an calculation of Jhours per E'T% creit point?5
Ta"le 90 J%tuy Horkloa an ,otivation? Duestionnaire response overall statistics in 8CC7^CB
,oe of stuy Full time /art time
%chool 4nstitute an #caemy of
,ultimeia (LEu"lEana)
4c HE$# (LEu"lEana)
*lene learning
concept
; hours per 6eek face.to.
face- plus regular online
activities
> hours 6eekly every
secon 6eek- plus regular
online activities
(um"er of stuents 9;8 9@
Uuestionnaire
response
<@N (@< out of 9;8) B=N (9> out of 9@)
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Peter P'r/ and Sre>ko 5akra"?ek
#verage hours of
stuent 6ork per
6eek (self.
assesse)
98
(98C H$% per full course
in 9C 6eeks )
9C
(9CC H$% per full course
in 9C 6eeks )
Hours per E'T%
creit point
8= hours per creit 8C hours per creit
4nterestingly- such a high hour.per.creit ratio is only very rarely
achieve in higher eucation programmes across %lovenia- an Europe : as the
8< hours.per.creit E'T% minimum is usually consiere Duite unrealistic ("y
teachers or school managers) in practice even for full.time programmes0 #
similar investigation in year 8CC@^C7 (/urg- 8CCB)- i0e0 "efore the course ha "een
*ologna.rene6e 6ith further "lene an ne6.meia activation strategies-
sho6e that "oth full.time an part.time stuents 6orke approAimately 9> hours
per creit- yet 6ith no perceiva"le ifferences in overall stuent satisfaction
"et6een the t6o years- or groups0 This coul mean that correctly implemente
"lene an 4'T."ase course esign elements significantly raise the Jhours per
E'T% creit point? (i0e0 Jactual? creit) value of the course : yet 6ithout
aitionally "urening the stuents0 These elements shall "e iscusse into some
etail in the follo6ing0
B$r&enin' effect# of ICT in *len&e& learnin'
Figure 9 "elo6 sho6s J%tuy Horkloa an ,otivation? Duestionnaire response
to the Duestion a"out aggravating- "urening effects of particular course
elements5
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Peter P'r/ and Sre>ko 5akra"?ek
Figure 95 J%tuy Horkloa an ,otivation? Duestionnaire response in 8CC7^CB to the Duestion a"out
aggravating- "urening effects of particular course elements
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6
Peter P'r/ and Sre>ko 5akra"?ek
4n an overall comparison- it is immeiately clear that regular home6ork
tasks (6eekly assignments of =CC.7CC 6ors multimeia) as 6ell as seminar
paper 6ork (peer.evelope topic. an metho.prescri"e paper of 98CC.97CC
6ors) 6ere assesse as the most aggravating : yet 6ith significant ifference in
part.time stuents (;9N) shunning regular home6ork less than full.timers (=7N)
6ho in turn felt seminar 6ork to "e less "urening (;;N) than their part.time
colleagues (<>N)- as it is epicte in Figure 8<0 #n important fact here is that
seminar 6ork ha to "e turne in as a 6ritten thesis paper accoring to rigi rules
of traitional acaemic 6riting : even if su"mitte electronically0 %eminar topics
6ere offere for eDual.access choice through a 6iki platform- an 6ikis 6ere
partially use for coorinating "lene course6ork as 6ell0 4nterestingly- "oth of
the elements 6ere at the same time assesse as relieving : 98N in "oth groups
felt seminar 6ork to have an un"urening effect on them an very high
percentages of "oth full.timers (;9N) an part.timers (8<N) thought regular
home6ork (also su"mitte online) 6as actually relieving- 6hich argua"ly sho6s
a positive "alancing effect of L,% support0
Full.time stuents "eing slightly younger on the average (yet having
more time at their isposal for stuy activities) surprisingly islike "logging as a
form of stuy communication an element of assessment much more than their
part.time colleagues0 *logging 6as felt as relieving only "y =N of full.timers
an >N of part.timers- this pro"a"ly o6ing to its regularity an the fact that some
6ere not acDuainte 6ith "logging0 The (fully "lene.course.esign
compati"le) course"ook 6as availa"le only in electronic version (/DF format-
9;C pages- mostly teAt 6ith fe6 figures) an ha o"viously "urene Duite a
significant part of full.time stuents (9@N)- yet 6as not mentione as aggravating
"y part.timers at all : "ut rather assesse as relieving "y t6ice as much full.
timers (;<N)- as 6ell as many part.timers (;9N)0 'ourse"ook chapters
correspone irectly to the topics an thus to the iniviual meetings of the
course- making this traitional format a 6elcome complement to the many
igitally interactive course esign elements0
!elie%in' effect# of ICT in *len&e& learnin'
Figure 8 "elo6 sho6s the J%tuy Horkloa an ,otivation? Duestionnaire
response to the Duestion a"out relieving- un"urening effects of particular course
elements5
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Peter P'r/ and Sre>ko 5akra"?ek
Figure 85 J%tuy Horkloa an ,otivation? Duestionnaire response in 8CC7^CB to the Duestion a"out
relieving- un"urening effects of particular course elements
Forums prove as a very important un"urening course esign element
for "oth groups- yet significantly "etter favoure "y the part.time stuents (>BNQ
full.timers only =BN)- 6hereas BN of full.timers some6hat surprisingly felt
forums to have an aggravating effect (Figure 9)0 This might "e "ecause part.time
stuents 6ere meeting in person less often than full.timers0 /art.timers 6ere also
significantly more positive to6ars the follo6ing assessment elements (all <CN)5
eAemplary oral.eAam Duestions (presente to stuents in avance- "ut ranomly
picke from at the eAamQ like "y ;9N of full.timers- islike "y ;N)Q oral eAam
"eing conucte in a group (of three as a iscussionQ much less like "y full.
timers : 9<N only- an islike "y BN)Q cumulative calculation of the final grae
(aggregate in percent from several assessment forms an accoring to istinct
criteria5 course6ork- seminar 6ork- seminar presentation- oral eAam) 6as
favoure "y full.timers in only ;<N0 4nterestingly thir.party research 6ith
similar course esigns has foun that most pro"a"ly there is no statistically
significant relation "et6een final grae an stuent 6orkloa : stuents that
consume more time for their stuying o not receive higher graes for this reason
(LesEak P %ulkik- 8CC@- p0 >C)0
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Peter P'r/ and Sre>ko 5akra"?ek
/ro"a"ly "ecause of "eing slightly younger on the average an more
cohesive as a community (spening more time together at school) the full.time
stuents of J4ntrouction to ,eia? significantly (;@NQ only 98N among part.
timers) like the music.vieo screenings at each meeting (non.topical selection
of three vieos "y the same artist- calle the J;V? concept) that 6ere in turn
islike "y 98N of part.timers : an "y none of full.timers0 There 6as am"iguity
to6ars seminar 6ork presentation assessment form that mae them present their
topics either live in class or online through vieo.recore materials or voice.
commente slies (@N full.timers un"ureneQ not mentione as relieving "y
part.timers at allQ "ut felt as "urening "y 9;N full.timers an 98N part.timers)0
# ifference in aptitue for set rules can "e seen in a high appreciation of the
possi"ility of turning in course6ork online after su"mission ealines among the
full.timers (;8N)- remaining relatively lo6 among part.timers (98N)0 They in
turn favoure face.to.face group 6ork in class much higher (9BN) than the full.
timers (<N)- this perhaps o6ing also to a larger stuent group (>> per class full.
time an 9@ per class part.time)0
#ll other relieving factors have "een assesse very similarly "y "oth
groups- 6here topic an meeting."ase structure (as graphically supporte "y the
L,% ,oole- also strictly follo6e "y the course"ook an all materials) 6ere
strongly felt as having an un"urening effect (<9N full.time- ==N part.time-
none negative at all)0 %imilarly significant relieving effect 6as assesse for the
course"ook (;<N full.time- ;9N part.time)- the strongly He".intert6ine
presentation slies (;=N full.time- 9BN part.time)- an for the Jvieosken? (9<N
full.time- 8<N part.time) 6here a stuent 6oul vieo.recor the 6hole face.to.
face event- then eit a 9C.minute vieo ocument of this ;.hour meeting an post
it online : for those 6ho misse out on the meeting- or for final eAam preparation
purposes0
,any of the a"ove facts (as confirme or eAplaine also "y
complementary Dualitative results) sho6 that 6orkloa in terms of learning
activity as 6ell as assessment."ase stress coul "e effectively istri"ute along
the entire uration of the course- especially "ecause the L,%."ase course
esign prevente stuents from postponing their learning activity to6ar the en
of the course : other6ise a maEor pro"lem in %lovene (an many other 'entral
European) eucation systems0 4nterestingly- the freeom of choosing the "est
meium for their construction an presentation of kno6lege or skills (e0 g0
preferring vieo recore presentation to live- or forum iscussions to in.class
e"ates) also prove to have a relieving effect : in terms of an overall optimi+e
an personali+e teaching an learning system0 #n as the present research also
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Peter P'r/ and Sre>ko 5akra"?ek
sho6s- spontaneous after.class iscussions can "e Eust as effective as regular
semi.structure moerate iscussionsQ in "lene an istance learning settings
forum iscussions or even chats can help optimi+ing stuent 6orkloa as 6ell-
6hereas inepenent stuent forums an chat.rooms or other- more compleA
He" 80C applications can offer further an significant ae value0
Concl$#ion U toCar&# #$#taina*le *len&e& learnin' &e#i'n#
4n terms of total stuent 6orkloa- it is to "e note that full.time stuents
attene t6o further courses (of similar creit value) uring the time of
measurement- "ut part.timers only one0 Thus complementary Dualitative
investigation sho6e that part.time stuents still felt more "urene "y their
overall stuy activity "ecause it ae to the ;C or =C an even up to <C 6orking
hours per 6eek in their regular Eo"s0 'onseDuently in such investigations stuents
shoul generally "e Duestione also a"out other sources of regular aily
6orkloa : yet such compleAity coul have easily surpasse the frame6ork an
reach of the present research an analysis0 Dra6ing from their immeiate 6ork
environment (an also "ecause some of them partly stuie online uring their
6orking time) the part.time stuents 6ere in position to link their stuy matter to
concrete situations an eAamples in their 6orking environment- thus making
them "oth more responsive to an more responsi"le for the assignments an tasks
of the course0 This coul also eAplain their a"ove note higher appreciation of
iscussion methos "oth online (forums) an face.to.face (group oral eAam)0
!uging from their responses to open Duestions part.time stuents are also more
likely to start com"ining their stuy activity 6ith their actual 6orking tasks (e0 g0
choosing a seminar topic or proEect of Eo".relate interest) earlier an 6ithout
eAplicit curricular support from the school to this important aspect of learning
sustaina"ility (this 6oul also e0 g0 make them feel that stuy time has "een J6ell
spent?)0
#mittely- the present research 6as conucte on stuents of J,eia
prouction?- a programme mostly attracting meia.savvy persons 6ith fair
comman of 4'T- pre.motivate to invest their energy into learning a"out an
also through technology0 Thus further an a"ove all 6ier investigations 6oul
nee to "e conucte in orer to assess an moel strategies of sustaina"ly
introucing e.learning methos to other higher eucation programmes (incluing
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%
Peter P'r/ and Sre>ko 5akra"?ek
customi+ing them to local or regional nees)- an also to the seconary an
primary school levels0 The latter are of utmost importance "ecause they can
prepare an a"ove all motivate stuents "etter for more compleA 4'T.supporte
learning processes in later stages of their life.long learning path0
#n immeiate response "y the teacher or school management (usually in
the form of an internal Duality assurance "oar or similar- selom an eAternal
"oy) is necessary 6hen noticing anomalies in stuent 6orkloa0 Usually this
takes the form of an open iscussion 6ith teachers or other trustees (e0 g0
mem"ers of the U# "oar)- possi"ly meiate through stuent representatives (as
mem"ers of the same "oar) on formal as 6ell as informal level0 Formally an
optimi+ation of 6orkloa to the E'T%.prescri"e ratio can thus "e implemente
an trace on at least an annual "asis- "ut perhaps even more efficiently (or
complementarily) settle alreay uring the course of the acaemic year0
Hhile controlling 6orkloa in face.to.face.only school settings might
seem unpro"lematic- "lene an autonomous learning settings call for more
compleA moels that necessarily inclue 4'T0 Thus through the use of an L,%-
school management (U# *oar) in the a"ove analyse cases coul transparently
follo6 an control the entire stuy process- from topical an temporal
organisation to course activities an graing aspects : comparing it hori+ontally
to other courses an vertically to previous acaemic years0 4n an L,%
environment all stuent (an teacher) online activities can "e measure : thus if
6ell esigne- also live an autonomous offline activities such as assignment or
seminar paper evelopment can "e trace- supporte an measure online0
'arefully esigne ne6.meia an 6e"."ase teaching an learning
methos o"viously motivate stuents for reaching higher course.efine
competence- 6ith less perceive effort or stress : "eyon ou"t an important
contri"ution to the present iscussions an paraoAes a"out time management in
an ever accelerate 6orl0 (ot only oes 4'T over"uren human "oy an "rain
or reefine traitional social relationships- use correctly it can help people learn
faster an 6ith less perceive effort0 ,ost importantly- ne6 meia in eucation
foster interactive kno6lege an skill acDuisition that is more sustaina"le in
terms of "eing centre on the learnerKs actual nees- preferences an capacities-
as 6ell as sensitive to the ever changing environment0
!eference#
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Henry Holt0
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report 'nder the Aollo9*'p to the $lo Declaration on A'nda3ental principles and
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1em"er- D0 (8CC=)0 4nterpreting stuent 6orkloa an the factors 6hich shape
stuentsK perceptions of their 6orkloa0 St'dies in Qi/her ;d'cation, 21(8)- 9><:
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