Pr

1
Environmental Education
Learning in society

• By becoming critical of consumerism and the
  narrow framing of human beings as consumers
• By cultivating pluralism, diversity and
  transboundary thinking, and utilizing tensions as
  a source of learning
• By blending formal, non-formal and informal
  learning while addressing existentially relevant
  issues

How can environmental education add meaning to
our lives?

10-14 mai, Montréal 2009
2
Environmental Education
Learning in Society

• By reframing school-community relationships to
  create hybrid learning configurations involving
  multiple stakeholders
• By strengthening qualities/capacities/
  competencies needed to contribute to such
  innovation (empathy, reflexivity,
  gestalt-switching, systems-thinking,
  transboundary thinking, etc.)
• By recognizing multiple literacies and ways of
  knowing, valuing, sensing, thinking and acting

How can environmental education contribute to
social innovation?

10-14 mai, Montréal 2009
3
Environmental Education
Learning in Society

• By strengthening new forms of governance that
  provide space for local identities, participation
  and self-determination also for those who are
  marginalized
• By developing learners capacities to engage in
  critical and counter-hegemonic thinking
• By utilizing the seemingly boundless
  possibilities of IT-supported connectivity and
  (open-source) learning

How can environmental education contribute to
political innovation and influence public
policies?

4
Léducation relative à lenvironnement
Léquité socio-écologique

• 1ère idée
• 2e idée
• 3e idée

Comment peut-elle contribuer à enrichir le sens
de nos vies?

10-14 mai, Montréal 2009