“My job isn’t to tell them what to think”: The Fear of Indoctrination and How it Shapes Education for Sustainable Development

Main Article Content

Ahmad Qablan
Sherry A. Southerland
Yavuz Saka

Abstract

Promoting education for that focuses on the intersection of the environment, society, and the economy (education for sustainable development, ESD) has captured the attention of the global community. The process of promoting ESD programs in universities represents a complex task and understanding the different elements required in ESD at the university level is needed to facilitate that promotion. The purpose of this study was to understand the interaction of personal factors that influence University professors' ESD. This interaction was investigated through two case studies of environmental science professors at an American University.  Data collection focused on individual university professors' thinking, beliefs, and teaching philosophies, their practices regarding ESD, as well as an examination of the broader historical and cultural context in which this ESD occurred.  The findings showed that although ESD was a goal for both professors, neither was effective in achieving this goal. We argue that these professors fear of indoctrination and their views of teaching and learning prevented significant movement toward ESD. We argue that being consciously aware of the boundaries of acceptable pedagogical practice is essential if these professors are to move beyond providing "facts" and supporting their students in making sense of scientific information.

Article Details

Section
Research / Empirical
Author Biographies

Ahmad Qablan, Hashemite University

Dr. Qablan earned his PhD degree from Florida State University in 2005. His main research interests are teacher education, environmental education, education for sustainability and educational reform. His recent research focuses on developing computer adaptive test for school science curricula. He is currently working as an associated professor of science education at Hashemite University in Jordan.

 

Sherry A. Southerland, Florida State University

Dr. Southerland, who is co-edited a text focusing on classroom inquiry, is an Associate Professor in the Science Education Program.  She takes the lead on directing and conducting the research on the RET programs.  Dr. Southerland has published over 30 research articles and chapters, co-edited a special issue of Journal of Research in Science Teaching, and has been involved in 10 local and national grants to sponsor science education research and professional development experiences for teachers.  Currently, Dr. Southerland is the doctoral coordinator for the Science Education Program at Florida State University. Her research interests are science teacher education, science education research, pedagogical discontentment, teachers’ epistemological beliefs about nature of science and conceptual change.

Yavuz Saka, Zonguldak Karaelmas University

Dr. Saka is an assistant professor of science education at Zonguldak Karaelmas University in Turkey. His research interests are science teacher education, reform-based curriculum development, institutional and cultural aspects of science education reform and pedagogical discontentment.