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Transformative sustainability pedagogy = designing and facilitating eco-spiritual learning /

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Transformative sustainability pedagogy/ by Heather Burns.
其他題名:	designing and facilitating eco-spiritual learning /
作者:	Burns, Heather.
出版者:	Cham :Springer Nature Switzerland : : 2024.,
面頁冊數:	xiii, 184 p. :ill., digital ;24 cm.
內容註:	Part I Tending the Paradigm Shift -- 1. Introduction -- 2. Transformative Learning and New Science -- 3. Nurturing Spirit -- 4. Shedding the Newtonian -- 5. Re-Storying: Finding the Language to Reconnect -- 6. Identity and Privilege: Moving from Separation to Interconnection -- 7. On Not Changing the World -- 8. Emergence -- 9. Decolonizing Time (in the Era of Coronavirus) -- Part II Fostering Transformative Eco-spiritual Learning Spaces -- 10. Slowing Down, Non-doing, and Being Enough -- 11. Self-Compassion and Synchronicity -- 12. Rest: A Radical Sabbatical -- 13. Coherence in the Learning Field -- 14. Intuition -- 15. Nurturing Mindful and Relational Learning -- 16. Control and Letting Go -- 17. Interbeing and Self-Care -- 18. Extravagant Grace -- 19. Holding Space -- Part III Tools for Designing Transformative Eco-spiritual Learning -- 20. Emergent Ecological Design: A Practical Tool -- 21. The Burns Model of Sustainability Pedagogy.
Contained By:	Springer Nature eBook
標題:	Transformative learning. -
電子資源:	https://doi.org/10.1007/978-3-031-56752-0
ISBN:	9783031567520

Transformative sustainability pedagogy = designing and facilitating eco-spiritual learning /
Burns, Heather.

Transformative sustainability pedagogydesigning and facilitating eco-spiritual learning /[electronic resource] :by Heather Burns. - Cham :Springer Nature Switzerland :2024. - xiii, 184 p. :ill., digital ;24 cm.

Part I Tending the Paradigm Shift -- 1. Introduction -- 2. Transformative Learning and New Science -- 3. Nurturing Spirit -- 4. Shedding the Newtonian -- 5. Re-Storying: Finding the Language to Reconnect -- 6. Identity and Privilege: Moving from Separation to Interconnection -- 7. On Not Changing the World -- 8. Emergence -- 9. Decolonizing Time (in the Era of Coronavirus) -- Part II Fostering Transformative Eco-spiritual Learning Spaces -- 10. Slowing Down, Non-doing, and Being Enough -- 11. Self-Compassion and Synchronicity -- 12. Rest: A Radical Sabbatical -- 13. Coherence in the Learning Field -- 14. Intuition -- 15. Nurturing Mindful and Relational Learning -- 16. Control and Letting Go -- 17. Interbeing and Self-Care -- 18. Extravagant Grace -- 19. Holding Space -- Part III Tools for Designing Transformative Eco-spiritual Learning -- 20. Emergent Ecological Design: A Practical Tool -- 21. The Burns Model of Sustainability Pedagogy.

This book offers stories and tools for designing and facilitating transformative sustainability pedagogy and explores how educators can intentionally design and facilitate eco-spiritual learning that promotes healing and wholeness. In these times of accelerating climate change and systemic injustice, we need learning spaces that both challenge our unsustainable dominant paradigms and support us in re-learning how to live in relational and regenerative ways. Rooted in the paradigm of interconnection and relationality, this book offers practical ways to design and facilitate learning toward more just, ecological, and spiritual ways of being. The author weaves together a variety of personal stories of teaching and learning, an exploration of how new science can be applied to transformative sustainability pedagogy, and eco-spiritual practices to help educators nurture wholeness and connection in themselves and in learning spaces.

ISBN: 9783031567520

Standard No.: 10.1007/978-3-031-56752-0doiSubjects--Topical Terms:

947490
Transformative learning.

LC Class. No.: LC1100

Dewey Class. No.: 370.115

Transformative sustainability pedagogy = designing and facilitating eco-spiritual learning /
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520 $a This book offers stories and tools for designing and facilitating transformative sustainability pedagogy and explores how educators can intentionally design and facilitate eco-spiritual learning that promotes healing and wholeness. In these times of accelerating climate change and systemic injustice, we need learning spaces that both challenge our unsustainable dominant paradigms and support us in re-learning how to live in relational and regenerative ways. Rooted in the paradigm of interconnection and relationality, this book offers practical ways to design and facilitate learning toward more just, ecological, and spiritual ways of being. The author weaves together a variety of personal stories of teaching and learning, an exploration of how new science can be applied to transformative sustainability pedagogy, and eco-spiritual practices to help educators nurture wholeness and connection in themselves and in learning spaces.
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