Κριτική Σκέψη και Εκπαίδευση για το Περιβάλλον και την Αειφορία: Μια άρρηκτη σχέση


Αναστάσιος Παπανικολάου
https://orcid.org/0009-0006-0679-0316
Abstract

The present theoretical paper explores the relationship between Critical Thinking and Environmental Education/Education for Sustainable Development (EE/ESD), with emphasis on the role of the latter in the development of the former. In particular, the concept of Critical Thinking, its importance for sustainability and EE/ESD are analyzed and finally the ways in which EE/ESD can promote Critical Thinking.

Article Details
  • Section
  • Articles
Downloads
Download data is not yet available.
References
Abrami, P.C., Bernard, R.M., Borokhovski, E., Waddington, D.I., Wade, C.A., & Persson, T. (2015). Strategies for teaching students to think critically: A meta-analysis. Review of Educational Research, 85(2), 275–314. https://doi.org/10.3102/0034654314551063
Abrami, P.C., Bernard, R.M., Borokhovski, E., Wade, A., Surkes, M.A., Tamim, R., & Zhang, D. (2008). Instructional interventions affecting critical thinking skills and dispositions: A stage 1 meta-analysis. Review of Educational Research, 78(4), 1102–1134. https://doi.org/10.3102/0034654308326084
Alismail, H.A., & McGuire, P. (2015). 21st century standards and curriculum: Current research and practice. Journal of Education and Practice, 6(6), 150-154.
Alston, K. (2001). Re/thinking critical thinking: The seductions of everyday life. Studies in Philosophy and Education, 20, 27–40. https://doi.org/10.1023/A:1005247128053
Ananiadou, K., & Claro, M. (2009). 21st century skills and competences for new millennium learners in OECD countries. OECD education working papers, no. 41. OECD Publishing.
Aronowitz, S. (1977). Mass culture and the eclipse of reason. The implications for pedagogy. College English, 8, 768-774. https://doi.org/10.2307/375946
Arslan, S. (2012). The influence of environment education on critical thinking and environmental attitude. Procedia-Social and Behavioral Sciences, 55, 902-909. https://doi.org/10.1016/j.sbspro.2012.09.579
Avraamidou, L. (2014). Studying science teacher identity: Current insights and future research directions. Studies in Science Education, 50, 145–179. https://doi.org/10.1080/03057267.2014. 937171
Barrett, L.F. (2017). How emotions are made: The secret life of the brain. Houghton Mifflin Harcourt. ISBN-13: 978-1509837502
Barth, M. (2014). Implementing sustainability in higher education: learning in an age of transformation. Routledge, New York. ISBN-13: 978-0203488355
Barth, M., Michelsen, G. (2013). Learning for change: an educational contribution to sustainability science. Sustainability Science, 8, 103–119. https://doi.org/10.1007/s11625-012-0181-5
Barzilai, S., & Chinn, C.A. (2020). A review of educational responses to the “post-truth” condition: Four lenses on “post-truth” problems. Educational Psychologist, 55(3), 107-119. https://doi.org/10.1080/00461520.2020.1786388
Bell, R.L., & Lederman, N.G. (2003). Understandings of the nature of science and decision making on science and technology based issues. Science Education, 87(3), 352–377. https://doi.org/10.1002/sce.10063
Bennett, M.J. (2012). Paradigmatic assumptions and a developmental approach to intercultural learning. In M. Vande Berg, R.M. Paige, K.H. Lou (Eds.), Student Learning Abroad: What Our Students Are Learning, What They’re Not, and What We Can Do about It (pp. 90–114). Stylus Publishing: Sterling, VA, USA.
Beyer, B.K. (1995). Critical thinking. Fastback 385. Phi Delta Kappa, Bloomington. ISBN-13: 978-0873673853
Blackmore, C. (2016). Towards a pedagogical framework for global citizenship education. International Journal of Development Education and Global Learning 8(1):39-56. https://doi.org/10.18546/IJDEGL.8.1.04
Blewitt, J. (2008). Understanding sustainable development. London, Imprint Routledge. https://doi.org/10.4324/9781849773645
Bloom, B.S. (1956). Taxonomy of educational objectives: the classification of educational goals. London: Longman. ISBN-13: ‎978-0679302117
Boeve-de Pauw, J.B.D., Gericke, N., Olsson, D., & Berglund, T. (2015). The effectiveness of education for sustainable development.
Sustainability, 7(11), 15693–15717. https://doi.org/10.3390/su71115693
Bright, A., & Tarrant, M. (2002). Effect of Environment-Based Coursework on the Nature of Attitudes Toward the Endangered Species Act. The Journal of Environmental Education. 33, 10-19. https://doi.org/10.1080/00958960209599149
Brookfield, S.D. (1987). Developing critical thinkers: Challenging adults to explore alternative ways of thinking and acting. San Francisco, CA: Jossey-Bass. ISBN-13: 978-1555423568
Browne, M.N., & Keeley, S.M. (2014). Asking The Right Questions: A Guide to Critical Thinking (11th edition). Pearson, UK. ISBN-13: ‎978-0321907950
Bruun Jensen, B., & Schnack, K. (2004). Assessing action competence? In W. Scott & S. Gough (Eds.), Key issues in sustainable development and learning: A critical review (pp. 164−166). US and Canada: Routledge Falmer.
Bunge, M. (2000). Systemism: The Alternative to Individualism and Holism. Journal of Socio-Economics. 29. 147-157. https://doi.org/10.1016/S1053-5357(00)00058-5
Case, R., & Wright, I. (1997). Taking Seriously the Teaching of Critical Thinking. Canadian Social Studies, 32(1), 12-19. EJ566906
Cebrián, G., & Junyent, M. (2015). Competencies in education for sustainable development: Exploring the student teachers’ views. Sustainability, 7(3), 2768-2786. https://doi.org/10.3390/su7032768
Cottrell, S. (2005). Critical Thinking Skills: Developing Effective Analysis and Argument. New York, NY: Palgrave MacMillan.
Dahlgren, M., & Oberg, G. (2001). Questioning to learn and learning to question: Structure and function of problem-based learning scenarios in environmental science education. Higher Education, 41, 263-282. https://doi.org/10.1023/A:1004138810465
Danvers, E.C. (2016). Criticality’s affective entanglements: Rethinking emotion and critical thinking in higher education. Gender and Education, 28(2), 282-297. http://doi.org/10.1080/09540253.2015.1115469
Darner, R. (2019). How can educators confront science denial? Educational Researcher, 48(4), 229-238. https://doi.org/10.3102/0013189X19849415
Davies, F., & Greene, T. (1984). Reading for Learning in the Sciences. Oliver & Boyd, UK. ISBN-13 ‏: ‎978-0050037683
Davies, M., & Barnett, R. (2015). Introduction. In M. Davies & R. Barnett (Eds.), The Palgrave handbook of critical thinking in higher education (pp. 1-25). Springer.
De Bono, E. (1985). Six thinking hats. Harmondsworth: Viking. ISBN 13: 978-0141037554
De Haan, G. (2010). The development of ESD-related competencies in supportive institutional frameworks. International Review of Education, 56(2), 315-328. https://doi.org/10.1007/s11159-010-9157-9
Dewey, J. (1910). How we think. DC Heath & Co Publishers: Boston, MA, USA. https://doi.org/10.1037/10903-000
Dewey, J. (1925). Experience and nature. Chicago, IL: Open Court. Reprint, 1997. ISBN-13: ‎978-0684838281
Dewey, J. (1933). How we think: A restatement of the relation of reflective thinking to the educative process. Lexington, MA: Heath Publishing. Originally published in 1910. ISBN-13: ‎978-0669200249
Dwyer, C.P., Hogan, M.J., Harney, O.M., & Kavanagh, C. (2017). Facilitating a student-educator conceptual model of dispositions towards critical thinking through interactive management. Educational Technology Research and Development, 65(1), 47-73. https://doi.org/10.1007/s11423-016-9460-7
Elen, J., Jiang, L., Verburgh, A., Dumitru, D., Bigu, D., Poce, A., Morais, M., Silva, H., Re, M., Nascimento, M., Agrusti, F., Cruz, G., Dominguez, C., Payan Carreira, R., Dimitriadou, C., Papathanasiou, I., Pnevmatikos, D., Fradelos, E., Lorencová, H., Puig, B. (2019). Promoting Critical Thinking in European Higher Education Institutions: towards an educational protocol. Vila Real: UTAD. ISBN-13: 978-9897043758
Εnnis, R.Η. (1987). A taxonomy of critical thinking abilities and dispositions. In J.B. Baron & R.J. Sternberg (Eds.), Teaching thinking skills: Theory and practice (pp. 9-26). W.H. Freeman.
Ennis, R.H. (1989). Critical thinking and subject specificity: Clarification and needed research. Educational researcher, 18(3), 4-10. https://doi.org/10.3102/0013189X018003004
Ennis, R.H. (2011a). Critical thinking: Reflection and perspective, Part I. Inquiry: Critical Thinking across the Disciplines, 26(1), 4–18. https://doi.org/10.5840/inquiryctnews20112613
Ennis, R.H. (2011b). Critical Thinking: Reflection and Perspective Part II. Inquiry: Critical Thinking across the Disciplines, 26(2), 5-19. https://doi.org/10.5840/inquiryctnews201126215
Ennis, R.Η. (2018). Critical thinking across the curriculum. Topoi, 37(1), 165–184. https://doi.org/ s11245-016-9401-4/s11245-016-9401-4
Ernst, J., & Monroe, M. (2004). The effects of environment‐based education on students' critical thinking skills and disposition toward critical thinking. Environmental Education Research, 10(4), 507-522. https://doi.org/10.1080/13504620600942998
European Network for Environmental Citizenship – ENEC (2018). Defining “Environmental Citizenship”. Available at: https://enec-cost.eu/our-approach/enec-environmental-citizenship/
Facione, P. (1990). Critical thinking: A statement of expert consensus for purposes of educational assessment and instruction (The Delphi Report). ED315423
Facione, P. (2011). Critical thinking: What it is and why it counts. Insight assessment, 2007(1), 1-23. ISBN-13: 978-1891557071
Facione, P., & Facione, N. (1994). The California critical thinking skills test: Test manual. Millbrae, CA: California Academic Press.
Facione, P., Facione, N., & Giancarlo, C. (1996). The motivation to think in working and learning. In E. Jones (Ed.), Defining Expectations for Student Learning. San Francisco, CA: Jossey-Bass Inc.
Facione, P., Facione, N., & Giancarlo, C. (2000). The Disposition Toward Critical Thinking: Its Character, Measurement, and Relationship to Critical Thinking Skill. Informal Logic. https://doi.org/20. 10.22329/il.v20i1.2254
Feinstein, N.W., Allen, S., & Jenkins, E. (2013). Outside the pipeline: Reimagining science education for nonscientists. Science, 340(6130), 314-317. https://doi.org/10.1126/science.1230855
Fenton, J., & Smith, M. (2019). ‘You can’t say that!’: Critical thinking, identity politics, and the social work academy. Societies, 9(4), 71. https://doi.org/10.3390/soc9040071
Fisher, M., Knobe, J., Strickland, B., & Keil, F.C. (2017). The influence of social interaction on intuitions of objectivity and subjectivity. Cognitive Science, 41(4), 1119–1134. https://doi.org/10.1111/cogs.12380
Fox, C. (2002). The race to truth: Disarticulating critical thinking from whiteliness pedagogy. Critical Approaches to Teaching Literature, Language, Composition and Culture, 2(2), 197-213.
Gagné, R.M. (1977). The conditions of learning. New York: Holt, Rinehart & Winston.
Galinsky, E. (2010). Mind in the Making: The Seven Essential Life Skills Every Child Needs. Harper Collins Publishing: New York, USA. ISBN-13: 978-0061732324
Gardner, H. (2007). Five minds for the future. US: Harvard Business School Press. ISBN-13: 978-1591399124
Garrison, D. (1991). Critical thinking and adult education: A conceptual model for developing critical thinking in adult learners. International Journal of Lifelong Education, 10, 287-303. https://doi.org/10.1080/0260137910100403
Giangrande, N., White, R., May, E., Jackson, J.T., Clarke, T., Saloff-Coste, M., Penha-Lopes, G. (2019). A Competency Framework to Assess and Activate Education for Sustainable Development: Addressing the UN Sustainable Development Goals 4.7 Challenge. Sustainability, 11, 2832. https://doi.org/10.3390/su11102832
Glaser, E.M. (1941). An experiment in the development of critical thinking. Bureau of Publications, Teachers College, Columbia University. ISBN 13: 978-0404558437
Glenn, J.L. (2000). Environment-Based Education: Creating High Performance Schools and Students. National Environmental Education and Training Foundation, Washington, DC. ED451033
Halonen, J.S. (1995). Demystifying critical thinking. Teaching of psychology, 22(1), 75-81. https://doi.org/10.1207/s15328023top2201_23
Halpern, D.F. (1996). Thought and knowledge: An introduction to critical thinking (3rd ed.). Mahwah, NJ: Erlbaum. ISBN: 0-8058-1494-9
Halpern, D.F. (1998). Teaching critical thinking for transfer across domains: Disposition, skills, structure training, and metacognitive monitoring. American Psychologist, 53(4), 449–455. https://doi.org/10.1037/0003-066X.53.4.449
Halpern, D.F. (2014). Thought and knowledge: An introduction to critical thinking (5th ed.). New York, NY: Taylor & Francis. ISBN-13: 978-1003025412
Hatcher, D., & Spencer, L.A. (2000). Reasoning and writing: From critical thinking to composition. Boston, MA: American Press. ISBN-13: 978-0896414228
Heinrich, W., Habron, G., Johnson, H., & Goralnik, L. (2016). Critical Thinking Assessment across Four Sustainability-Related Experiential Learning Settings. Journal of Experiential Education, 38, 1-21. https://doi.org/10.1177/1053825915592890.
Hines, J.M., Hungerford, H.R., & Tomera, A.N. (1987). Analysis and synthesis of research on responsible environmental behavior: A meta-analysis. The Journal of Environmental Education, 18, 1-8. https://doi.org/10.1080/00958964.1987.9943482
Hofman, M. (2015). What is an education for sustainable development supposed to achieve: A question of what, how and why. Journal of Education for Sustainable Development, 9(2), 213-228. https://doi.org/10.1177/0973408215588255
Hofreiter, T.D., Monroe, M.C., & Stein, T.V. (2007). Teaching and evaluating critical thinking in an environmental context. Applied Environmental Education & Communication, 6(2), 149-157. https://doi.org/10.1080/15330150701598197
Howe, R.W., & Warren, C.R. (1989). Teaching critical thinking through environmental education. ERIC Clearinghouse. ED324193
Huber, C.R., & Kuncel, N.R. (2016). Does college teach critical thinking? A meta-analysis. Review of Educational Research, 86(2), 431-468. https://doi.org/10.3102/0034654315605917
Huckle, J. (1996). Towards a critical school geography. In D. Tilbury, M. Williams (Eds.), Teaching and learning geography (pp. 257-268). Routledge. ISBN-13: 978-0415142441
Huckle, J. (2004). Critical Realism: A philosophical framework for higher education for sustainability. Ιn P.B. Corcoran, & A.E.J. Wals, (Εds.) Higher Education and the Challenge of Sustainability: Problematics, promise, and practice (pp. 33-47). Kluwer Academic Publishers, Netherlands.
Hungerford, H.R., & Volk, T.L. (1990). Changing learner behavior through environmental education. Journal of Environmental Education, 21(3), 8-12. https://doi.org/10.1080/00958964.1990.10753743
Hyslop-Margison, E.J. (2003). The Failure of Critical Thinking: Considering Virtue Epistemology as a Pedagogical Alternative. Philosophy of Education, 59, 319-326. https://doi.org/10.47925/2003.319
IBE-UNESCO (2016). Global Monitoring of Target 4.7: Themes in National Curriculum Frameworks. Paper commissioned for the 2016 Global Education Monitoring Report. International Bureau of Education.
Jensen, B.B., & Schnack, K. (2004). Assessing action competence? In Scott, W. and Gough, S. (Eds.), Key Issues in Sustainable Development and Learning (pp. 164-167). London: Routledge Falmer.
Jickling, B. (1994). Why I Don't Want My Children to Be Educated for Sustainable Development. Trumpeter, 11(3), 114-16. https://doi.org/10.1080/00958964.1992.9942801
Jiménez-Aleixandre, M.P., & Erduran, S. (2007). Argumentation in science education: An overview. In S. Erduran & M.P. Jimenez-Aleixandre (Eds.), Argumentation in science education: Perspectives from classroom-based research (pp. 3-27). Springer.
Jiménez-Aleixandre, M.P., & Puig, B. (2022). Educating critical citizens to face post-truth: The time is now. In B. Puig & M.P. Jiménez-Aleixandre (Eds.), Critical Thinking in Biology and Environmental Education: Facing Challenges in a Post-Truth World (pp. 3-19). Cham: Springer International Publishing. https://doi.org/10.1007/978-3-030-92006-7_1
Keating, D.P. (1988). Adolescents' Ability to Engage in Critical Thinking. National Center for Effective Secondary Schools, Madison, WI. ED307508
Kienhues, D., Stadtler, M., & Bromme, R. (2011). Dealing with conflicting or consistent medical information on the Web: When expert information breeds laypersons' doubts about experts. Learning and Instruction, 21(2), 193–204. https://doi.org/10.1016/j.learninstruc.2010.02.004
Kimaryo, L.A. (2011). Integrating environmental education in primary school education in Tanzania: teachers’ perceptions and teaching practices. Åbo, Finland: Åbo Akademi University Press.
Kolb, D.A. (1984). Experiential Learning: Experience as the Source of Learning and Development. New Jersey: Prentice-Hall.
Kuhn, D. (2019). Critical thinking as discourse. Human Development, 62(3), 146-164. https://doi.org/10.1159/000500171
Lee, P.L. (2016). Misconceptions and biases in German students’ perception of multiple energy sources: Implications for science education. International Journal of Science Education, 38(6), 1306-1056. https://doi.org/10.1080/09500693.2016.1176277
Lieberman, G., & Hoody, L. (1998). Closing the achievement gap: Using the environment as an integrate context for learning. State Education and Environmental Roundtable, San Diego, CA. ED428943
Lipman, M. (2003). Thinking in Education (2nd ed.). Cambridge: Cambridge University Press. https://doi.org/10.1017/CBO9780511840272
Marques, J.F. (2012). Moving from trance to think: Why we need to polish our Critical Thinking Skills. International Journal of Leadership Studies, 7(1), 87-95.
Martin, J.R. (1992). Critical thinking for a humane world. In S.P. Norris (Ed.), The generalizability of critical thinking (pp. 163–180). New York: Teachers College Press.
Marzano, R.J., & Kendall, J.S. (Eds.) (2006). The new taxonomy of educational objectives. Corwin Press.
Masek, A., & Yamin, S. (2011). The effect of problem based learning on critical thinking ability: a theoretical and empirical review. International Review of Social Sciences and Humanities, 2(1), 215-221.
Matsuura, K. (2007). Address on the occasion of the Round Table on “Education and Economic Development”. UNESCO. Available at: http://unesdoc.unesco.org/images/0015/ 001541/154152e.pdf
McIntyre, L. (2018). Post-truth. MIT Press. ISBN-13: 978-0262535045
McLaren, P., & Giarelli, J. (Eds.). (1996). Critical theory and educational research. SUNY Press. ISBN-13: 978-0791423677
McPeck, J.E. (1981). Critical Thinking and Education. Routledge, London. https://doi.org/10.4324/9781315463698
Merrill, M.D. (1983). Component display theory. In C. M. Reigeluth (Ed.), Instructional design theories and models (pp. 279-333). Hillsdale, NJ: Lawrence Erlbaum Associates.
Merma-Molina, G., Gavilán-Martín, D., Baena-Morales, S., & Urrea-Solano, M. (2022). Critical Thinking and Effective Personality in the Framework of Education for Sustainable Development. Education Sciences, 12(1), 28. https://doi.org/10.3390/educsci12010028
Mezirow, J. (2000). Learning as Transformation: Critical Perspectives on a Theory in Progress. San Francisco: Jossey-Bass. ISBN-13: 978-0787948450
Mochizuki, Y., & Fadeeva, Z. (2010). Competences for sustainable development and sustainability: Significance and challenges for ESD. International Journal of Sustainability in Higher Education, 11, 391-403. https://doi.org/10.1108/14676371011077603
Mogensen, F. (1997). Critical thinking: a central element in developing action competence in health and environmental education. Health Education Research, 12(4), 429-436. https://doi.org/10.1093/her/12.4.429
Mogensen, F., & Mayer, M. (2005). ECO Schools: trends and divergences: a Comparative Study on ECO-school development processes in 13 countries. Austrian Federal Ministry of Education, Science and Culture. ISBN: 978-3850310620
Mogensen, F., & Schnack, K. (2010). The action competence approach and the ‘new’ discourses of education for sustainable development, competence and quality criteria. Environmental Education Research, 16(1), 59–74. https://doi.org/10.1080/13504620903504032
Muhsilin, M., Rosiana, I., Rahayuningsih, Y., & Suharyana, Y. (2019). The efforts to improve environmental behavior and critical thinking of students through guided inquiry-based learning on environmental education-based science. Jurnal Penelitian dan Pembelajaran IPA, 5(2), 202-218. https://doi.org/10.30870/jppi.v5i2.4861
Munkebye, E., & Gericke, N. (2022). Primary School Teachers’ Understanding of Critical Thinking in the Context of Education for Sustainable Development. In B. Puig, M.P. Jiménez-Aleixandre (Eds.), Critical Thinking in Biology and Environmental Education, Contributions from Biology Education Research (pp. 249-266). Springer, Cham. https://doi.org/10.1007/978-3-030-92006-7_14
Orhan, A. (2022). Critical thinking dispositions as a predictor for high school students’ environmental attitudes. Journal of Education in Science, Environment and Health, 8(1), 75-85. https://doi.org/10.21891/jeseh.1056832
Osborn, A. (1953). Applied Imagination: Principles and Procedures of Creative Problem Solving. New York: Charles Scribner's Sons.
OXFAM (2006). Education for Global Citizenship: A Guide for Schools. Oxfam Development Education Programme, U.K.
Ozturk, C., Muslu, G.K., & Dicle, A. (2008). A comparison of problem-based and traditional education on nursing students’ critical thinking dispositions, Nurse Education Today, 28(5), 627–632. https://doi.org/10.1016/j.nedt.2007.10.001
P21 - Partnership for 21st Century Skills. (2009). P21 framework definitions. ERIC Clearinghouse. ED519462
Paul, R., & Elder, L. (2006). Critical thinking competency standards. Dillon Beach: Foundation for Critical Thinking. EJ1035671
Paul, R., & Elder, L. (2019). The Miniature Guide to Critical Thinking Concepts and Tools (Thinker's Guide Library). Lanham, Md.: The Foundation for Critical Thinking. ISBN-13: ‎978-1538134948
Petty, R., & Cacioppo, J. (1986). The Elaboration Likelihood Model of Persuasion. Advances in Experimental Social Psychology, 19, 123-205. https://doi.org/10.1016/S0065-2601(08)60214-2
Piergiovanni, P.R. (2014). Creating a Critical Thinker. College Teaching, 62, 86-93. https://doi.org/10.1080/87567555.2014.896775
Pithers, R.T., & Soden, R. (2000). Critical Thinking in Education: A review. Educational Research, 42(3), 237-249. https://doi.org/10.1080/001318800440579
Pohl, M. (1997). Teaching Thinking Skills in the Primary Years: A Whole School Approach. Melbourne: Hawker Brownlow Education.
Quinn, S., Hogan, M., Dwyer, C., Finn, P., & Fogarty, E. (2020). Development and validation of the Student-Educator Negotiated Critical Thinking Dispositions Scale (SENCTDS). Thinking Skills and Creativity, 38. https://doi.org/10.1016/j.tsc.2020.100710
Radulović, L., & Stančić, M. (2017). What is needed to develop critical thinking in schools? Center for Educational Policy Studies Journal, 7(3), 9-25. https://doi.org/10.26529/cepsj.283
Rieckmann, M. (2012). Future-oriented higher education: which key competencies should be fostered through university teaching and learning? Futures, 44(2), 127-135. https://doi.org/10.1016/j.futures.2011.09.005
Rieckmann, M. (2018a). Learning to transform the world: Key competencies in Education for Sustainable Development. In A. Leicht, J. Heiss, & W.J. Byun (Eds.), Issues and trends in education for sustainable development (Vol. 5) (pp. 39-59). UNESCO publishing.
Rieckmann, M. (2018b). Key themes in education for sustainable development. In A. Leicht, J. Heiss, & W.J. Byun (Eds.), Issues and trends in education for sustainable development (Vol. 5) (pp. 61-84). UNESCO publishing.
Rogers, C.R., & Farson, RE. (1957). Active listening. Chicago, IL: Industrial Relations Center of the University of Chicago. ISBN-13: 978-1614278726
Rotherham, A.J., & Willingham, D.T. (2010). “21st-century” skills. American Educator, 17(1), 17-20. EJ889143
Savicki, V., Price, M.V. (2021). Reflection in transformative learning: The challenge of measurement. Journal of Transformative Education, 19(4), 366-382. https://doi.org/10.1177/15413446211045
Scheffler, I. (1977). In praise of the cognitive emotions. Teachers College Record, 79(2), 1-10. https://doi.org/10.1177/0161468177079002
Schneider, V. (2002). Critical thinking in the elementary classroom: Problems and solutions. Educators Publishing Service, 1-3. EPS book.
Serrat, O. (2017). The SCAMPER Technique. In Knowledge Solutions Tools, Methods, and Approaches to Drive Organizational Performance (pp. 311-314). Springer, Singapore. https://doi.org/10.1007/978-981-10-0983-9_33
Sharon, A. J., & Baram-Tsabari, A. (2020). Can science literacy help individuals identify misinformation in everyday life? Science Education, 104(3). https://doi.org/10.1002/sce.21581
Siegel, H. (1989). The rationality of science, critical thinking, and science education. Synthese, 80, 9–41. https://doi.org/10.1007/BF00869946
Slavich, G.M., Zimbardo, P.G. (2012). Transformational teaching: theoretical underpinnings, basic principles, and core methods. Educational Psychology Review, 24(4), 569-608. http://www.jstor.org/stable/43546807
Snyder, L.G. & Snyder, M.J. (2008). Teaching Critical Thinking and Problem Solving Skills. The Delta Pi Epsilon Journal, 1(2), 90–99.
Sterling, S. (2010). Learning for resilience, or the resilient learner? Towards a necessary reconciliation in a paradigm of sustainable education. Environmental Education Research, 16, 511-528. https://doi.org/10.1080/13504622.2010.505427
Sterling, S., & Thomas, I. (2006). Education for sustainability: The role of capabilities in guiding university curricula. International Journal of Innovation and Sustainable Development, 1, 349-370. https://doi.org/10.1504/IJISD.2006.013735
Stevenson, R.B. (2007). Schooling and environmental/sustainability education: From discourses of policy and practice to discourses of professional learning. Environmental Education Research, 13(2), 265–285. https://doi.org/10.1080/13504620701295650
Styron, R.A. Jr. (2014). Critical Thinking and Collaboration: A Strategy to Enhance Student Learning. Journal of Systemics, Cybernetics and Informatics, 12(7), 25-30.
Taimur, S., Sattar, H. (2020). Education for sustainable development and critical thinking competency. In W. Leal Filho, A.M., Azul, L., Brandli, P.G., Özuyar, T., Wall, (Eds.), Quality Education. Encyclopedia of the UN Sustainable Development Goals (pp. 238-248). Springer: Cham, Switzerland.
Thayer-Bacon, B. (2000). Transforming critical thinking: Thinking constructively. New York, NY: Teachers College Press. ISBN-13: ‎978-0807739242
Tilbury, D. (2004). Environmental education for sustainability: A force for change in higher education. In P.B. Corcoran, & A.EJ. Wals (Eds.), Higher education and the challenge of sustainability: Problematics, promise, and practice (pp. 97-112). Dordrecht, The Netherlands: Kluwer Academic.
Tilbury, D., & Wortman, D. (2004). Engaging people in sustainability. Commission on Education and Communication, IUCN, Gland, Switzerland and Cambridge.
Trilling, B., & Fadel, C. (2009). 21st century skills: Learning for life in our times. John Wiley And Sons Inc. ISBN-13: ‎978-1118157060
Scheffler, I. (1977). In praise of the cognitive emotions. Teachers College Record, 79, 2.
Siegel, H. (1989). The rationality of science, critical thinking, and science education. Synthese, 80, 9-41. https://doi.org/10.1007/BF00869946
Φλογαΐτη, Ε. (2006). Εκπαίδευση για το Περιβάλλον και την Αειφορία. Αθήνα: Ελληνικά Γράμματα.
Φλογαΐτη, Ε., Λιαράκου, Γ., & Γαβριλάκης, Κ. (2021). Συμμετοχικές μέθοδοι διδασκαλίας και μάθησης. Εφαρμογές στην εκπαίδευση για το περιβάλλον και την αειφορία. Αθήνα: Πεδίο.
UN (2015). Transforming Our World: The 2030 Agenda for Sustainable Development. United Nations: New York, NY, USA.
UNECE (2005). UNECE Strategy for Education for Sustainable Development. Available at: http://www.unece.org/fileadmin/DAM/env/documents/2005/cep/ac.13/cep.ac.13.2005.3.rev.1.e.pdf
UNESCO (1978). Tsiblisi Intergovernmental conference on environmental education. Final Report. Paris.
UNESCO (1997). Environment and Society: Education and Public Awareness for Sustainability. Proceedings of the Thessaloniki International Conference. 8-12 Dec 1997.
UNESCO (2002) Education for Sustainability, from Rio to Johannesburg: Lessons learnt from a decade of commitment. UNESCO, Paris.
UNESCO (2003). The Decade of Education for Sustainable Development: framework for a draft international implementation scheme, Paris: UNESCO.
UNESCO (2014). UNESCO Roadmap for Implementing the Global Action Programme on Education for Sustainable Development. Paris: UNESCO. Available at: http://unesdoc.unesco.org/images/0023/002305/230514e.pdf
UNESCO (2015). Global Citizenship Education: Topics and Learning Objectives. Bangkok.
UNESCO (2017). Education for sustainable development goals: learning objectives. Paris: UNESCO. Available at: http://unesdoc.unesco.org/images/0024/002474/247444e.pdf
UNESCO-UNEP (1990). Environmentally educated teachers the priority of priorities? Connect 15(1):1-3.
UNIDO (2002). UNIDO competencies, part 1: strengthening organizational core values and managerial capabilities. UNIDO, Vienna.
Urban, D. (1986). ‘What is ecological awareness? An exploratory analysis of a multidimensional attitude-construct’. Zeitschrift Fur Soziologie, 15(5): 363-377.
Uzzell, D., & Rathzel, N. (2009). Transforming Environmental Psychology. Journal of Environmental Psychology, 29, 340-350. https://doi.org/10.1016/j.jenvp.2008.11.005
Vasconcelos, C. (2010). Teaching Environmental Education through PBL: Evaluation of a Teaching Intervention Program. Research in Science Education, 42, 219-232. https://doi.org/10.1007/s11165-010-9192-3
Varela-Losada, M., Vega-Marcote, P., Pérez-Rodríguez, U., & Álvarez-Lires, M. (2015). Going to action? A literature review on educational proposals in formal Environmental Education. Environmental Education Research, 22(3), 1-32. https://doi.org/10.1080/13504622.2015.1101751
Vieira, R.M., Tenreiro-Vieira, C., & Martins, I.P. (2011). Critical thinking: Conceptual clarification and its importance in science education. Science Education International, 22(1), 43-54. EJ941655
Vincent-Lacrin, S., González-Sancho, C., Bouckaert, M., de Luca, F., Fernández-Barrera, M., Jacotin, G., Urgel, J., & Vidal, Q. (2019). Fostering students’ creativity and critical thinking: What it means in school. Educational research and innovation, OED Publishing. https://doi.org/10.1787/62212c37-en
Vygotsky, L.S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
Vygotsky, L.S. (1987). The collected works of L.S. Vygotsky, Vol. 1. Problems of general psychology. (R.W. Rieber & A.S. Carton, Eds.). Plenum Press.
Wagner, T. (2008). Even our “Best” Schools are Failing to Prepare Students for 21st Century Careers and Citizenship. Educational leadership, 66(2), 20-25.
Wals, A. (2009). Review of Contexts and Structures for Education for Sustainable Development. Learning for a sustainable world. UNESCO, Paris.
Wiek, A., Bernstein, M.J., Foley, R.W., Cohen, M., Forrest, N., Kuzdas, C., Kay, B., & Withycombe Keeler, L. (2016). Operationalising competencies in higher education for sustainable development. In M. Barth, G. Michelsen, I. Thomas & M. Rieckmann (Eds.), Routledge Handbook of Higher Education for Sustainable Development (pp. 241-260). London: Routledge.
Wiek, A., Withycombe, L., & Redman, C.L. (2011). Key competencies in sustainability: A reference framework for academic program development. Sustainability Science, 6(2), 203–218. https://doi.org/10.1007/s11625-011-0132-6
Wiernik, B.M., Yarkoni, T., Giordano, C., & Raghavan, M. (2020). Two, five, six, eight (thousand): Time to end the dimension reduction debate! European Journal of Personality, 34(4), 559–560. https://doi.org/10.31234/osf.io/d7jye
Zavala, J., & Kuhn, D. (2017). Solitary discourse is a productive activity. Psychological Science, 28(5), 578–586. https://doi.org/10.1177/0956797616689248