Two major challenges that face educators today are first, accepting that current post-secondary educational practices do not adequately address education for sustainable development, and second, recognizing that 21st century post-secondary institutions have to muster the courage and the wherewithal to re-orient the process. Central to addressing these challenges is to understand the relevance and integral nature of three key conceptual elements. These elements are inextricably linked to post-secondary education, but unfortunately are not recognized as such in current educational practice. The concepts of sustainability, community, and a third; humility, born out of gratitude are these ingredients, which collectively provide the foundation for making sense of what post-secondary education needs to evolve into. Reluctance to re-orient educational practice is primarily a function of our inability to effectively change or for that matter, believe that we must change our past and present educational practice. Furthermore, the change process is severely inhibited because of institutional and instructional traditions. This article addresses the importance of preparing educators for the future and challenges present educational practice, leadership, and organizational behaviour. The article draws upon contemporary research in areas of eco and social justice, writing which draws attention to the ‘integrality’ of thought, program and curricula design, epistemology, teaching strategies, and organizational behaviour in order to provide a lucid argument for educational change where it is most needed.
|Keywords:||Post-secondary Education, Sustainability, Sustainable Development, Community, Humility, Integrality, Experiential, Multi-sensory, Place-based, Interdisciplinarity, Spirituality|
Professor, Faculty of Education, University of Regina, Regina, Saskatchewan, Canada
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