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Addressing the Wicked Problems of Sustainability Through Consciousness-Based Education

Received: 6 March 2017     Accepted: 6 April 2017     Published: 27 April 2017
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Abstract

In order to imagine and then create a sustainable future, education will have to be significantly rethought and redesigned. Starting from the UNO 2030 Agenda for Sustainable Development, we tackle the competencies, and then the curricula and methods, that education will have to adopt in order to pursue this agenda. After identifying outstanding issues in competencies, curricula and methods, we introduce a new agenda for education structured around developing the consciousness of the knower, or learner, as a basis for improved teaching and learning. This new agenda, which addresses several of the issues of Education for Sustainability, is called Consciousness-Based Education, first introduced by Maharishi Mahesh Yogi in the early 1970s. At the end we present a model that integrates the development of consciousness into higher education for sustainability.

Published in Journal of Health and Environmental Research (Volume 3, Issue 3-1)

This article belongs to the Special Issue Maharishi Vedic Science: Creating a Sustainable Future

DOI 10.11648/j.jher.s.2017030301.14
Page(s) 44-62
Creative Commons

This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.

Copyright

Copyright © The Author(s), 2017. Published by Science Publishing Group

Keywords

Education for Sustainability, Sustainability Education, Sustainability, Consciousness-Based Education, Maharishi Mahesh Yogi, Vedic Science, Transcendental Meditation, Consciousness

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    Christopher Jones, Gabriel Akura. (2017). Addressing the Wicked Problems of Sustainability Through Consciousness-Based Education. Journal of Health and Environmental Research, 3(3-1), 44-62. https://doi.org/10.11648/j.jher.s.2017030301.14

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    Christopher Jones; Gabriel Akura. Addressing the Wicked Problems of Sustainability Through Consciousness-Based Education. J. Health Environ. Res. 2017, 3(3-1), 44-62. doi: 10.11648/j.jher.s.2017030301.14

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    Christopher Jones, Gabriel Akura. Addressing the Wicked Problems of Sustainability Through Consciousness-Based Education. J Health Environ Res. 2017;3(3-1):44-62. doi: 10.11648/j.jher.s.2017030301.14

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  • @article{10.11648/j.jher.s.2017030301.14,
      author = {Christopher Jones and Gabriel Akura},
      title = {Addressing the Wicked Problems of Sustainability Through Consciousness-Based Education},
      journal = {Journal of Health and Environmental Research},
      volume = {3},
      number = {3-1},
      pages = {44-62},
      doi = {10.11648/j.jher.s.2017030301.14},
      url = {https://doi.org/10.11648/j.jher.s.2017030301.14},
      eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.jher.s.2017030301.14},
      abstract = {In order to imagine and then create a sustainable future, education will have to be significantly rethought and redesigned. Starting from the UNO 2030 Agenda for Sustainable Development, we tackle the competencies, and then the curricula and methods, that education will have to adopt in order to pursue this agenda. After identifying outstanding issues in competencies, curricula and methods, we introduce a new agenda for education structured around developing the consciousness of the knower, or learner, as a basis for improved teaching and learning. This new agenda, which addresses several of the issues of Education for Sustainability, is called Consciousness-Based Education, first introduced by Maharishi Mahesh Yogi in the early 1970s. At the end we present a model that integrates the development of consciousness into higher education for sustainability.},
     year = {2017}
    }
    

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    AB  - In order to imagine and then create a sustainable future, education will have to be significantly rethought and redesigned. Starting from the UNO 2030 Agenda for Sustainable Development, we tackle the competencies, and then the curricula and methods, that education will have to adopt in order to pursue this agenda. After identifying outstanding issues in competencies, curricula and methods, we introduce a new agenda for education structured around developing the consciousness of the knower, or learner, as a basis for improved teaching and learning. This new agenda, which addresses several of the issues of Education for Sustainability, is called Consciousness-Based Education, first introduced by Maharishi Mahesh Yogi in the early 1970s. At the end we present a model that integrates the development of consciousness into higher education for sustainability.
    VL  - 3
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  • Education Department, Maharishi University of Management, Fairfield, IA, USA

  • Education Department, Maharishi University of Management, Fairfield, IA, USA

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