Pachamama—La Universidad del ‘Buen Vivir’: A First Nations …
855
the fields of water resources, coffee, sustainable nutrition, arts etc., this educational
practice, already implemented at the school level, in fact can lead into a sustainability
university.
In all fields of Higher Education knowledge acquisition, even in classical material
like mathematics, physics, biology, etc., learning and developmental projects connect
to ecological thinking and to sustainability approaches. Agricultural projects work
with own seed banks, relating to the philosophy of biodiversity. As arts and indigenous cosmology are part of the curriculum, as well as the conservation of first nation
languages (Embera Badea & Nasa Yuwe), the loss of cultural heritage especially of
younger generations is to be challenged and fought.
These already practiced approaches of a project-based learning is regarded as
helpful for a future oriented practice in and of Higher Education. Therefore, the
educational network wishes to model an educational practice, which can be relevant, for the Western world, too. The project and problem-based learning relates to
approaches known in the field of reform pedagogy and newer approaches in the field
of service learning, discussed in international educational and sustainability related
debates (Bastenhorst 2005; Singer-Brodowski 2016).
Inclusive futures are to be addressed as organizing processes of communication
and coordination between individuals, groups, organizations and networks. They connect to Social and Solidarity Economy, connect to organizations, which “prioritize
social and often environmental considerations over private economic interests and
profit orientation; involve forms of management or governance which are more horizontal and democratic; and are often linked to forms of collective action and active
citizenship” (UNRISD 2016:17). Oriented towards entering life-centered norms and
values into the economic sphere, theoretical concepts and empirical approaches as
well as best practice models of searches are needed.
In the last years, approaches of sustainable development and Education for Sustainable Development have been developed and driven forward (Michelsen 2000;
Käufer and Scharmer 2000; Cortese 2003; de Haan 2008; Barnett 2012; Leal Filho
et al. 2016). They offer new opportunities for Higher Education in an international
space.
New approaches of eco-social development address the vision and micro utopian
practices of interlinking knowledge creation, community-based social and solidarity
economy and regional eco-system-innovation. In this sense, a university involving
Social and Solidarity Economy connects to a form of economy, which aims to achieve
objectives other than only monetary profit. It serves the needs and opportunities of
life-worlds and relates to community resilience. It connects to voluntary association,
cooperation, democratic governance and self-organization. Its extended life-worldlogic of action follow specific needs, citizens’ engagement and people’s life as well
as common concerns.
855
the fields of water resources, coffee, sustainable nutrition, arts etc., this educational
practice, already implemented at the school level, in fact can lead into a sustainability
university.
In all fields of Higher Education knowledge acquisition, even in classical material
like mathematics, physics, biology, etc., learning and developmental projects connect
to ecological thinking and to sustainability approaches. Agricultural projects work
with own seed banks, relating to the philosophy of biodiversity. As arts and indigenous cosmology are part of the curriculum, as well as the conservation of first nation
languages (Embera Badea & Nasa Yuwe), the loss of cultural heritage especially of
younger generations is to be challenged and fought.
These already practiced approaches of a project-based learning is regarded as
helpful for a future oriented practice in and of Higher Education. Therefore, the
educational network wishes to model an educational practice, which can be relevant, for the Western world, too. The project and problem-based learning relates to
approaches known in the field of reform pedagogy and newer approaches in the field
of service learning, discussed in international educational and sustainability related
debates (Bastenhorst 2005; Singer-Brodowski 2016).
Inclusive futures are to be addressed as organizing processes of communication
and coordination between individuals, groups, organizations and networks. They connect to Social and Solidarity Economy, connect to organizations, which “prioritize
social and often environmental considerations over private economic interests and
profit orientation; involve forms of management or governance which are more horizontal and democratic; and are often linked to forms of collective action and active
citizenship” (UNRISD 2016:17). Oriented towards entering life-centered norms and
values into the economic sphere, theoretical concepts and empirical approaches as
well as best practice models of searches are needed.
In the last years, approaches of sustainable development and Education for Sustainable Development have been developed and driven forward (Michelsen 2000;
Käufer and Scharmer 2000; Cortese 2003; de Haan 2008; Barnett 2012; Leal Filho
et al. 2016). They offer new opportunities for Higher Education in an international
space.
New approaches of eco-social development address the vision and micro utopian
practices of interlinking knowledge creation, community-based social and solidarity
economy and regional eco-system-innovation. In this sense, a university involving
Social and Solidarity Economy connects to a form of economy, which aims to achieve
objectives other than only monetary profit. It serves the needs and opportunities of
life-worlds and relates to community resilience. It connects to voluntary association,
cooperation, democratic governance and self-organization. Its extended life-worldlogic of action follow specific needs, citizens’ engagement and people’s life as well
as common concerns.