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20 octobre 2020
- handle: 10670/1.63hb83
- hal: hal-03000959
- doi: 10.22503/inftars.XX.2020.2.8
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info:eu-repo/semantics/altIdentifier/doi/10.22503/inftars.XX.2020.2.8
http://creativecommons.org/licenses/by-nc-nd/ , info:eu-repo/semantics/OpenAccess
Mots-clés
sustainability education complexity diversity curriculum theory media studies approaches to curricula competence-based educationSujets proches
Development, Sustainable Sustainable economic development Sustainable development--Environmental aspects Economic sustainability Economic development, Sustainable ESD (Ecologically sustainable development) Smart growth Ecologically sustainable developmentCiter ce document
Brad Tabas et al., « Sustainable Development and Diversifying Competencies Curricula », HAL-SHS : sciences de l'éducation, ID : 10.22503/inftars.XX.2020.2.8
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Résumé
This paper explores the question how to approach thinking about curriculum construction for European engineering schools in the age of sustainable development. We present a theoretical argument that curriculum thinkers need to broaden their focus from the "restricted competences" paradigm (RCP) in curriculum thinking to consider how to make curricula within a diversifying competences paradigm (DCP). We claim that the best response to the challenge of sustainability is to produce more skill-diversity among engineers while simultaneously training engineers to make the most of this diversity. We support this claim with two arguments. First, we explore the problem-solving power of diversely skilled collectives, suggesting that this increases relative to homogenous collectives when confronting complex problems. Then we show that sustainable development is not only a complex problem, but an extremely complex or wicked problem. Based on these two conclusions, we propose a mixed-medium curricular model which illustrates how engineering schools might be reformed in order to produce greater student competence diversification.