Practice makes pedagogy – John Dewey and skills-based sustainability education

Abstract

Purpose – The purpose of this paper is to ground contemporary sustainability education in John Dewey’s democratic pedagogy. Specifically, the authors argue that Dewey’s thought anticipates, and theoretically informs, the sustainability skill set required of contemporary citizens in a complex and changing world. Design/methodology/approach – For illustrative purposes, the authors consider how these skills are at work in current approaches to the adaptive co-management of ecosystems, and they argue that these same skills are at work across professional and cultural contexts, toward the achievement of sustainable societies. In turn, the authors situate Dewey’s relevance to contemporary sustainability education in his writing on interdependence, fallibilism and experimentalism. Findings – Dewey’s writings provide both a historical antecedent and still valid moral and practical justification for sustainability education’s emphasis on integrated and adaptive learning. Practical implications – Grounding sustainability education in Dewey’s democratic pedagogy underlines its capacity and obligation to develop critical thinking and systems thinking skills, communication skills and collaboration skills in students. Originality/value – The paper acknowledges the many ways Dewey has been incorporated into environmental philosophy, experiential pedagogy and sustainability theory. But Dewey’s role in the historical development of skills-based pedagogy and, more specifically, his continuing contribution to contemporary practices of sustainability education has yet to be explored. By grounding sustainability education in Dewey’s democratic pedagogy, the authors underline its civic mandate to empower citizens to become lifelong learners and skillful stewards.

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