Biography Kerry Shephard

Kerry is a professor at the Higher Education Development Centre at the University of Otago in New Zealand. Kerry’s academic journey began in biology, where he spent 25 years in research and teaching.

For the last 20 years he has been researching in higher education, focusing on the questions of how universities function and how learning happens in this domain. His research interest include policy and practice in higher education, environmental and sustainability education, and the affective domain of learning.

He is author of numerous journal articles, book chapters and author and editor of various books such as Higher Education for Sustainability or Universities with a Social Purpose. He is also a regular reviewer for a wide range of higher education journals. Kerry has extensive experience as a university teacher and offers courses on academic leadership, critical thinking, and intellectual independence. https://www.otago.ac.nz/hedc/people/professor-kerry-shephard

Short Summary of the Interview

In this episode of the Sustainability Education Podcast, Professor Kerry Shephard from the University of Otago discusses the complexities and nuances of sustainability education. With a rich background in biology and now deeply embedded in higher education research, Professor Shephard shares insights on the challenges of education for sustainability in higher education.

He opens the interview by differentiating between education about sustainability and education for sustainability. He emphasizes the misconceptions and interdisciplinary conflicts that often arise when concepts of sustainability are taught across various academic fields. Furthermore, he argues that sustainability education is frequently misunderstood due to disciplinary and cultural differences, highlighting the specific example of the term “competence” which is variably interpreted across languages and national contexts.

A significant point Shephard makes is about the ineffectiveness of trying to change behavior through knowledge alone. He critiques the assumption that imparting knowledge will lead to behavioral change, advocating instead for a measurable approach to education that focuses on clear outcomes and the ability to track changes.

Throughout the interview, Shephard is critical of the traditional ways universities approach sustainability, suggesting that many current efforts are repackaged ideas that do not fundamentally alter teaching or learning processes. He stresses the importance of measuring educational outcomes to genuinely improve and innovate sustainability education.

Shephard also touches on the concept of intellectual independence as a core aim of higher education, suggesting that fostering critical thinking and questioning is more valuable than merely transmitting knowledge. He calls for a deeper evaluation of how universities are impacting students and society, particularly through their sustainability education efforts.

In conclusion, Professor Shephard advocates for a more critical and evidence-based approach to sustainability education, one that challenges existing pedagogies and promotes a transformative educational experience that is truly capable of fostering sustainable development.

(Selected) References, Resources, and Persons Mentioned During the Episode

• Kerry Shephard: https://www.otago.ac.nz/profiles/professor-kerry-shephard
• Carnegie Foundation for the Advancement of Teaching (Stanford):

Biography Gale Sinatra

Dr. Gale Sinatra is a Professor of Psychology and the Stephen H. Crocker Professor of Education at Rossier. Her areas of expertise include climate science education, evolution education, learning theory, knowledge construction, conceptual change learning, literacy acquisition, assessment, and the public understanding of science.

Her recent research focuses on understanding the cognitive and motivational processes that lead to successful learning in science. Specifically, Sinatra focuses on the role of motivation and emotion in teaching and learning about controversial topics, such as biological evolution and climate change. Sinatra developed a model of conceptual change learning, which describes how motivational factors contribute to the likelihood that individuals will change their thinking about a scientific topic. Her co-authored book, _Science Denial: Why It Happens and What to Do About It,_ was published in 2021 by Oxford University Press.

Sinatra received her B.S., M.S. and Ph.D. in Psychology from the University of Massachusetts, Amherst. Sinatra is the past Editor of the American Psychological Association (APA) Division 15 journal, Educational Psychologist. She served as Vice President of the American Educational Research Association (AERA) Division C, Learning and Instruction and President of APA's Division 15, Educational Psychology. She is a Fellow of both APA and AERA and a Member of the National Academy of Education. https://rossier.usc.edu/faculty-research/directory/gale-sinatra

Short Summary of the Interview

In this episode of the Sustainability Education Podcast, Gale Sinatra shares her insights on combating misinformation and myths in education, particularly regarding sustainability. She clarifies the differences between misinformation, disinformation, misconceptions, and myths, highlighting the importance of understanding these terms to address the spread of false information effectively. She discusses the psychological aspects of science denial and emphasizes the significance of (healthy) skepticism. She addresses common myths about sustainability and education, pointing out that sustainability is broader than just ecological concerns and involves human interaction with nature. Dr. Sinatra criticizes the notion of doomerism and the false dichotomy between individual actions versus systemic change in combating climate change, advocating for a balanced view that recognizes the value of both. She also tackles educational myths, such as learning styles, and the importance of debunking these misconceptions through effective strategies like refutation texts and fostering an environment of intentional conceptual change. Furthermore, Dr. Sinatra highlights the societal and institutional forces that perpetuate myths and underscores the role of trust and critical engagement in overcoming misinformation. The discussion culminates in the exploration of the future of education and myth research, particularly the challenge of confronting misinformation, and offers resources for further reading on the subject.

(Selected) References, Resources, and Persons Mentioned During the Episode

• Gale Sinatra: Gale Sinatra | USC Rossier School of Education
• Caulfield, M., & Wineburg, S. S. (2023). Verified: How to think straight, get duped less, and make better decisions about what to believe online. The University of Chicago Press.
• De Bruyckere, P., Kirschner, P. & & Hulshof, C. (2020). More Urban Myths About Learning and Education. Challenging Eduquacks, Extraordinary Claims, and Alternative Facts....

Biography David W. Orr

Paul Sears Distinguished Professor of Environmental Studies and Politics emeritus (1990-2017), Counselor to the President, Oberlin College 2007-2017, and currently a Professor of Practice at Arizona State University. He is the author of eight books, including Dangerous Years: Climate Change, the Long Emergency, and the Way Forward (Yale, 2017), Down to the Wire: Confronting Climate Collapse (Oxford, 2009), Design with Nature (Oxford, 2002) and co-editor of five others including Democracy Unchained (The New Press, 2020) and Democracy in a Hotter Time (MIT Press, 2023). He was a regular columnist for Conservation biology for twenty years. He has also written over 250 articles, reviews, book chapters, and professional publications.

He has served as a board member or adviser to eight foundations and on the Boards of the Rocky Mountain Institute, the Aldo Leopold Foundation, Bioneers, the Alliance for Sustainable Colorado, and the Children and Nature Network.

He has been awarded nine honorary degrees and a dozen other awards including a Lyndhurst Prize, a National Achievement Award from the National Wildlife Federation, a “Visionary Leadership Award” from Second Nature, a National Leadership award from the U.S. Green Building Council, a Lifetime Achievement Award from the North American Association for Environmental Education, the 2018 Leadership Award from the American Renewable Energy Institute, and a Lifetime Achievement Award from Green Energy Ohio.

He has lectured at hundreds of colleges and universities throughout the U.S., Europe, and Asia. He headed the effort to design, fund, and build the Adam Joseph Lewis Center, which was named by an AIA panel in 2010 as “the most important green building of the past thirty years;” . . . “one of thirty milestone buildings of the twentieth century” by the U.S. Department of Energy, and selected as one of “52 game changing buildings of the past 170 years” by the editors of Building Design + Construction Magazine (2016).

He was the co-founder of The Atlanta Environmental Symposium (1973-1975), the Meadowcreek Project (1979-1900), the Oberlin Project 2007-2017; and the Climate/DemocracyInitiative (2021-present).

Short Summary of the Interview

The interview with David Orr covers broad topics around sustainability education, the role of educational institutions, myths in sustainability education, and the need for cultural and educational change to address the challenges of climate change and environmental degradation. Orr, an experienced academic and practitioner in the fields of environmental studies and policy, shares his insights and experiences on a wide range of issues. Orr's perspectives underscore the complexity and urgency of the challenges facing sustainability education and the need for cultural change driven by education, political engagement, and personal responsibility.

(Selected) References, Resources, and Persons Mentioned During the Episode

• David Orr: https://www.oberlin.edu/david-orr
• Oberlin Project: https://oberlinproject.org/
• Schumacher, E. F. (1998). This I believe: And other essays (Repr. with corrections). Green Books.
• Schumacher College: https://campus.dartington.org/schumacher-college/
• Scottish landscape architect Ian McHarg: https://en.wikipedia.org/wiki/Ian_McHarg
• Sinsheimer, R. L. (1978). The Presumptions of...

Welcome

Hello and a warm welcome to this brand new Sustainability Education Podcast. I am Dr. Stefan T. Siegel, Postdoc Researcher at the University of St. Gallen (HSG). In sustainability education, ideas and assumptions exist that sound plausible, but that are at least questionable or even dangerous at a closer look. In this podcast, I want to discuss myths and facts about sustainability education, and the things in between. For this purpose, I invite world-leading experts on environmental and sustainability education, educational psychology and myth and misinformation research.

This podcast series is part of the research project "Identifying, Understanding, and Challenging Myths in and about Sustainability Education" (MYTHSE). My vision is a more evidence-informed, effective, and ethically-responsible sustainability education and I hope to push the boundaries of knowledge in this field.

I would be most delighted if you listened in and joined our conversation. You can do so on all the usual podcasts platforms.

Listen for Free

• https://feeds.captivate.fm/sustainabilityeducation/
• Apple Podcasts, Google Podcasts, Spotify, and more

Feedback

For feedback, but also comments or topic requests, you can reach me by e-mail at stefan.siegel@unisg.ch

Host and Executive Producer: Dr. Stefan T. Siegel, Institute of Business Education and Educational Management, University of St. Gallen

🏷 Tags: #sustainability #education #educationalmyths #misconceptions #mythse #podcast #research #learning #instruction #edresearch #openscience #openscitalk #science #oer #educationalmedia #highered #hsg #expert #interview #fact #evidence