Basic structures in a new way of thinking in risk curriculum theory as basis for learning and exercise.

Basic structures in a new way of thinking in risk curriculum theory as basis for learning and exercise.

Abstract as pdf

Corresponding Author:

Glenn-Egil Torgersen
Professor, PhD Norway
glenn-egil.torgersen@usn.no

Author(s):

Herner Saeverot¹

¹Professor, Phd, Herner.Severot@Hvl.No, NOR

This contribution introduces the Science of Sustainability Education (SSE) which is defined as an educational-scientific approach as to how knowledge and research on sustainability can be organised and disseminated in a balanced and inviting manner without the risk of activating conflicts of interest (Saeverot & Torgersen, 2021, forthcomming). Basic constructs in the Science of Sustainability Education examines. A main goal is to identify a set of principles and factors for a global curriculum to address the existential threats we face. We call this global curriculum GlobCUREt, which gathers a set of principles and factors based on new curriculum theory and basic research on competence development for handling unforeseen events. Interaction under risk ('samhandling' in Norwegian term) is a key competence. The point is that GlobCUREt could serve as a sparring partner to individuals and communities whereby local and global considerations can be taken and maintained in both the short and the long term. To achieve this the existential threats must be neutralised to the greatest possible degree. Identifying these threats and how to neutralise them and turn them into a benign force for building a safe world and is the intention behind GlobCUREt.

This research is based on research studies reported in a research anthology published on Routledge autumn 2021: https://www.routledge.com/Meeting-the-Challenges-of-Existential-Threats-through-Educational- Innovation/Saeverot/p/book/9780367894856

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