This paper demonstrates the transformative power of reflexive teaching approaches and creative hermeneutics with final year undergraduate students in a university in England, UK. Initially, whilst they demonstrated knowledge of environmental aspects, there was a distinct lack of understanding about political and socio-cultural influences in the form of relational ethics (praxeology). Students were not making interconnections between the three pillars as an embodied, natural, instinctive phenomenon. Creating a relaxed collaborative, open environment was important for encouraging the students to engage reflexively. This incorporated creative learning methods involving a series of international provocations and journal keeping that disrupted their thinking and raised awareness of issues pertinent to Education for Sustainability (EfS). As a way of reflecting on their learning, they created hermeneutic 2D and 3D images and associated narratives to create haiku type poems. These provided insights into to their new transformational appreciation of the interconnected nature of Education for Sustainability (EfS). As a way forward, this research promotes praxeology, which collectively enables an authentic worldview.
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Front Matter
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Part I: Teaching Practices
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Part II: Innovation and New Technologies
