98 the idea at the heart of RCE Espoo already existed inside the school project on a smaller scale. The school acts in close cooperation with society and recognises that the internalisation of sustainable habits can only be carried out with the help of a wide range of society’s members. Such an act demands courage, vision and skills from citizens to change critical activities and educational institutions in society. “It is the role of education and training to ensure that citizens of all ages have the knowledge, skills, readiness and vision that will enable them to build a sustainable and equitable future and commit to a sustainable way of life. It is a demanding role that will require that firm support be given to teachers, trainers and educators.” (Strategy for Education and Training for Sustainable development and Implementation Plan 2006-2014, National Commission on Sustainable Development, Sub-committee for Education, 2006) The project led by Keinumäki School resulted in: ESD networking; collaboration with established networks; partnerships and co-operation with real life actors; participation and influence manifested in schools each day; the use of diverse pedagogical approaches on ESD; versatile learning environments for ESD; and measures of sustainable consumerism. 21st Century Learning Challenges In the Encounters project, learning was seen in a sociocultural framework, as a process of transformations that change both the learner and the environment. It is transformative learning that concerns the whole school community and challenges it to use each one’s strengths and abilities. Learners are looking for optional learning opportunities and flexible and transactional spaces in the environment. The project responds to 21st century learning challenges by training students and teachers to face learning opportunities with an open mind. The local community offers a rich variety of professionals that schools can cooperate with, if they are ready for it. Local, national and international networking brings learning opportunities and project funding supports those efforts by giving necessary resources. The objectives of the project were broad enough and flexible enough so as to ensure multiple avenues of implementation. Each stakeholder could feel fully committed in their participation. The objectives of the DESD formed the basis of the project. ENSI and European Union projects, like SUPPORT, gave guidelines for development. Sustainability was the ‘guiding star’ and its socio-cultural aspect was considered most important, though ecological and economic sustainability were intertwined in it. According to socio-cultural learning theories, students were subjects of their own learning and learning was based on social interaction, emotions and real life situations. Students could also take part in the planning of their learning environments, suitable both for them personally and as a group. Project Activities The project had a number of different aims, including: - Varying learner-centred teaching and learning methods to allow students to use and further develop their learning environments, in cooperation with stakeholders, authorities and scientists, and by using information and communications technology as a tool; - Widening the learning environments outside the school towards cooperation with professional stakeholders in the local community; and - Enhancing participation via school councils in order to increase commitment and peer-learning among students, including taking the students’ opinions and suggestions into consideration in planning and developing the learning environments. The core learning aims were commitment, participation and learning about sustainable lifestyles both in schools and at home among families. As such, parents’ organisations are an important link between the school and the community. The project explored five different aspects of the learning environment: 1. T he local aspect: families, local authorities and companies. 2. T he physical aspect: developing learning environments by making changes in school buildings and developing learning in non-formal environments like museums, art centres, local companies, municipal departments, and in other schools and institutions. 3. T he social aspect: the social interaction among students, researchers, family members, Worldview s and Integra tion 14
Traditional Knowledge and Biodiversity
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