Abstract
Evolution and whole systems ecology, thrive on emergent novelty, diversity, and the resolution of opposites. Creative arts and design learning, teaching and research must be encouraged to do the same, otherwise, we risk developing ‘art by design, design by statistics and research by bureaucratic policy’. This paper identifies how the space for epistemic complexity is encouraged through a participatory emergent curriculum. As a creative process for teaching, learning and research, this methodology is being developed as a collaborative transdisciplinarity project between Università degli Studi di Firenze and Manchester Metropolitan University (MMU). It includes the schools of Art, Architecture, Science and the Environment, and MMU’s Centre for Learning and Teaching to face the indeterminacies of Climate Change and other 21st Century challenges’. Firstly, it presents this approach through case studies highlighting informal, non-formal and formal aspects of Education for Sustainable Development, including ecological arts for ‘capable futures’, the paradox of sustainable airport development, and critical global citizenship through autoethnographic explorations. Then, the synthesis is expressed through the “Walkabout the City?” project that entails the psychogeographic convergence of diverse thinking and physical practice to generate emergent knowledge for urban resilience.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Bateson, G. (2000). Steps to an ecology of mind. Chicago: University of Chicago Press.
Bohm, D., & Peat, D. (2000). Science order, and creativity. London: Routledge.
Button, K., Leitham, S., McQuaid, R. W., & Nelson, J. D. (1995). Transport and industrial and commercial location. The Annals of Regional Science, 29, 189–206.
Capra, F. (2002). The hidden connections. London: HarperCollins.
Cohen, P. (2015). Richest 1 % likely to control half of global wealth by 2016, study finds. New York Times.
Darling, K. (2014). Learning as knowledge creation: learning for, and from, all. Education in the North, 21(Special Issue), 21–37.
Darwin, C. (1979). The origin of species. London: Book Club Associates.
Dieleman, H. (2010). The competencies of artful doing and artful knowing in higher education for sustainability. In Agents of change. http://agentsofchangeproject.blogspot.com/2010_07_01_archive.html
Ellis, C. S., & Bochner, A. (2000). Autoethnography, personal narrative, reflexivity: Researcher as subject. Communication Faculty Publications. Paper 91.
Ferrulli, P. (2015). Green airport design evaluation—method and tools. In F. Bosi, P. Ferrulli, & E. Fossi (Eds.), Looking to methods and tools for the research in design and architectural technology (pp. 89–101). Firenze: Firenze University Press.
Haley, D. (2008). The limits of sustainability: The art of ecology. In S. Kagan, & V. Kirchberg (Eds.), Sustainability: A new frontier for the arts and cultures. Frankfurt, Germany: VAS-Verlag (2002).
Haley, D. (2011). Ecology in practice: The poetics of transdisciplinarity. In SER2011 world conference on ecological restoration. Mexico: Merida (unpublished).
Haley, D. (2016). A question of values: Art, ecology and the natural order of things. In J. Brady, & D. Pritchard (Eds.), Elemental (in print).
Holling, C. S., & Gunderson, L. H. (Eds.). (2002). Panarchy: Understanding transformations in human and natural systems. Washington DC, USA: Island Press.
Hong, H. Y., & Sullivan, F. R. (2009). Towards an idea-centered, principle-based design approach to support learning as knowledge creation. Educational Technology Research and Development, 57(5), 613–627.
Leal Filho, W., Manolas, E., & Pace, P. (2015). The future we want: Key issues on sustainable development in higher education after Rio and the UN decade of education for sustainable development. International Journal of Sustainability in Higher Education, 16(1), 112–129.
Lindsey, G., Todd, J. A., Hayter, S. J., & Ellis, P. G. (2012). Handbook for planning and conducting Charrettes for high-performance projects. Washington: National Renewable Energy Laboratory, BiblioGov.
Margulis, L. (1998). The symbiotic planet: A new look at evolution. London: Weidenfeld & Nicolson.
Maturana, H., & Varela, F. (1998). The tree of knowledge: The biological roots of human understanding (Revised ed.). Boston: Shambala Publications Inc.
Meyer-Harrison, H., & Harrison, N. (2008). Public culture and sustainable practices: Peninsula Europe from an ecodiversity perspective, posing questions to complexity scientists. Structure and Dynamics: eJournal of Anthropological and Related Sciences, 2(3).
Morin, E. (2008a). On complexity. New Jersey: Hampton Press Inc.
Morin, E. (2008b). The reform of thought, transdisaciplinarity, and the reform of the University. In B. Nicolescu (Ed.), Transdisciplinarity: Theory and practice. New Jersey: Hampton Press Inc. (2008).
Nicolescu, B. (2002). Manifesto of transdisciplinarity. USA: State University of New York Press.
Nicolescu, B. (2006). Towards transdisciplinary education and learning. In: Science and religion: Global perspectives, Philadelphia, PA, USA.
Nicolescu, B. (2008). Transdisciplinarity: Theory and practice. New Jersey: Hampton Press Inc.
Paolozzi, E. (1984). Lost magic kingdoms: And six paper moons from Nahuatl. London: British Museum Publications.
Pirsig, R. (1991). Zen and the art of motorcycle maintenance: An inquiry into values. London: Alma Books.
Prigogine, I. (2008). The future is not given, in society or nature. New Perspective Quarterly, 17(2), 35–37. Spring 2000.
Prowse, A., & Vargas, V. R. (2015). The potential of the human capabilities approach for strategy development in higher education. UK (tbp): Report to the Society for Research into Higher Education.
Randerson, J. (2006). World’s richest 1 % own 40 % of all wealth, UN report discovers Guardian Newspaper.
Slahova, A., Savvina, J., Cacka, M., & Volonte, I. (2007). Creative activity in conception of sustainable development education. International Journal of Sustainability in Higher Education, 8(2), 142–154.
Slaughter, R. (2004). Futures beyond dystopia: Creating social foresight. London: Routledge Falmer.
Smith, N. (2012). Design Charrette: A vehicle for consultation or collaboration? In J. Buur, C. Barnes, & D. Tunstall (Eds.), PIN-C participatory innovation conference. Melbourne, Australia.
Sproull, N. L. (1995). Handbook of research methods. Lanham, Maryland, USA: Scarecrow Press.
Subreenduth, S. (2013). Disrupting mainstream discourse in teacher education through decolonising pedagogies. In Higher education for the public good: Views from the South. IOE Press.
Trinder, D. (2001). Transport infrastructure and economic growth. Structural Issues Development Group Working Paper 01(06).
Walker, B. H., Anderies, J. M., Kinzig, A. P., & Ryan, P. (2006). Exploring resilience in social-ecological systems through comparative studies and theory development: Introduction to the special issue. Ecology and Society 11(1):12.
Wood, D., & Deprez, L. S. (2012). Teaching for human well-being: Curricular implications for the capability approach. Journal of Human Development and Capabilities, 13(3), 471–493.
Woudsma, C., & Jensen, J.F. (2003). Transportation’s influence on land use development: A historical spatial-temporal approach. Transportation research record 1831, Paper No. 03-3895.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2017 Springer International Publishing AG
About this chapter
Cite this chapter
Haley, D., Vargas, V.R., Ferrulli, P. (2017). Weaving the Filigree: Paradoxes, Opposites and Diversity for Participatory, Emergent Arts and Design Curricula on Sustainable Development. In: Leal Filho, W., Brandli, L., Castro, P., Newman, J. (eds) Handbook of Theory and Practice of Sustainable Development in Higher Education . World Sustainability Series. Springer, Cham. https://doi.org/10.1007/978-3-319-47868-5_18
Download citation
DOI: https://doi.org/10.1007/978-3-319-47868-5_18
Published:
Publisher Name: Springer, Cham
Print ISBN: 978-3-319-47867-8
Online ISBN: 978-3-319-47868-5
eBook Packages: Earth and Environmental ScienceEarth and Environmental Science (R0)