03593nam a22005055i 4500001001800000003000900018005001700027007001500044008004100059020001800100024003500118050001200153072001500165072001500180072002300195072001400218072001400232100007700246245014000323250001800463264007900481300004400560336002600604337002600630338003600656347002400692505095600716520094401672650002902616650001402645650002602659650002402685650002702709650004802736650001402784650002302798650002402821650002802845710003402873773002602907776003602933776003602969776003603005856004603041978-3-031-56752-0DE-He21320251030112006.0cr nn 008mamaa240423s2024    sz |    s    |||| 0|eng d  a97830315675207 a10.1007/978-3-031-56752-02doi 4aGE70-90 7aJN2bicssc 7aRN2bicssc 7aEDU0000002bisacsh 7aJN2thema 7aRN2thema1 aBurns, Heather.eauthor.4aut4http://id.loc.gov/vocabulary/relators/aut10aTransformative Sustainability Pedagogyh[electronic resource] :bDesigning and Facilitating Eco-Spiritual Learning /cby Heather Burns.  a1st ed. 2024. 1aCham :bSpringer Nature Switzerland :bImprint: Palgrave Macmillan,c2024.  aXIII, 184 p. 2 illus.bonline resource.  atextbtxt2rdacontent  acomputerbc2rdamedia  aonline resourcebcr2rdacarrier  atext filebPDF2rda0 aPart I Tending the Paradigm Shift -- 1. Introduction -- 2. Transformative Learning and New Science -- 3. Nurturing Spirit -- 4. Shedding the Newtonian -- 5. Re-Storying: Finding the Language to Reconnect -- 6. Identity and Privilege: Moving from Separation to Interconnection -- 7. On Not Changing the World -- 8. Emergence -- 9. Decolonizing Time (in the Era of Coronavirus) -- Part II Fostering Transformative Eco-spiritual Learning Spaces -- 10. Slowing Down, Non-doing, and Being Enough -- 11. Self-Compassion and Synchronicity -- 12. Rest: A Radical Sabbatical -- 13. Coherence in the Learning Field -- 14. Intuition -- 15. Nurturing Mindful and Relational Learning -- 16. Control and Letting Go -- 17. Interbeing and Self-Care -- 18. Extravagant Grace -- 19. Holding Space -- Part III Tools for Designing Transformative Eco-spiritual Learning -- 20. Emergent Ecological Design: A Practical Tool -- 21. The Burns Model of Sustainability Pedagogy.  aThis book offers stories and tools for designing and facilitating transformative sustainability pedagogy and explores how educators can intentionally design and facilitate eco-spiritual learning that promotes healing and wholeness. In these times of accelerating climate change and systemic injustice, we need learning spaces that both challenge our unsustainable dominant paradigms and support us in re-learning how to live in relational and regenerative ways. Rooted in the paradigm of interconnection and relationality, this book offers practical ways to design and facilitate learning toward more just, ecological, and spiritual ways of being. The author weaves together a variety of personal stories of teaching and learning, an exploration of how new science can be applied to transformative sustainability pedagogy, and eco-spiritual practices to help educators nurture wholeness and connection in themselves and in learning spaces. 0aEnvironmental education. 0aTeaching. 0aContinuing education. 0aHolistic education. 0aEducationxPhilosophy.14aEnvironmental and Sustainability Education.24aPedagogy.24aLifelong Learning.24aHolistic Education.24aEducational Philosophy.2 aSpringerLink (Online service)0 tSpringer Nature eBook08iPrinted edition:z978303156751308iPrinted edition:z978303156753708iPrinted edition:z978303156754440uhttps://doi.org/10.1007/978-3-031-56752-0