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“Sustainability” in higher education: From doublethink and newspeak to critical thinking and meaningful learning

Arjen E.J. Wals (Wageningen University, Wageningen, The Netherlands, and )
Bob Jickling (Yukon College, Whitehorse, Yukon, Canada)

International Journal of Sustainability in Higher Education

ISSN: 1467-6370

Article publication date: 1 September 2002

Abstract

It is higher education’s responsibility to continuously challenge and critique value and knowledge claims that have prescriptive tendencies. Part of this responsibility lies in engaging students in socio‐scientific disputes. The ill‐defined nature of sustainability manifests itself in such disputes when conflicting values, norms, interests, and reality constructions meet. This makes sustainability – its need for contextualization and the debate surrounding it – pivotal for higher education. It offers an opportunity for reflection on the mission of our universities and colleges, but also a chance to enhance the quality of the learning process. This paper explores both the overarching goals and process of higher education from an emancipatory view and with regard to sustainability.

Keywords

Citation

Wals, A.E.J. and Jickling, B. (2002), "“Sustainability” in higher education: From doublethink and newspeak to critical thinking and meaningful learning", International Journal of Sustainability in Higher Education, Vol. 3 No. 3, pp. 221-232. https://doi.org/10.1108/14676370210434688

Publisher

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MCB UP Ltd

Copyright © 2002, MCB UP Limited