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Open Social Questions - Challenges for
Critical Environmental and Health Education

23 June(Sunday)

7.30-18.00 Field trip in Bukki National Park for the interested participants

Arrival of other participants

19.00-20.00 Reception at the Regional Environmental Center
(Szentendre, Danubius Hotel) Map of Szentendre

24 June (Monday)

Topic of the day:
Open concepts in Education. Social constructivism and situated cognition
Facilitator: Bath University, UK -Eotvos University, HU

9.00 Opening by the director of REC and Magdolna Orosz the Deputy Dean of the Eotvos Lorand University.

9.30 Introduction of the Regional Environmental Center. Capacity building and Environmental Education program.(Robert Atkinson)

10.00 Global outlook during the coffee time.

10.30-12.30 Seminar session on topic1,
Open concept in education. Social constructivism and situated cognition
Team responsible for organizing the day: Bill Scott-team, Bath University and Istvan Nahalka, Eotvos University

Purpose of the day
To explore the need for environmental/sustainability learning from the perspective of what we know about learning in the compulsory and post-compulsory sectors.

Process
There will be inputs raising issues for small group discussion, which will be followed by plenary consideration of emerging agenda.

Pre-circulated Papers
Reading 1
Mark Rickinson and Paul Hart's first papers
Reading 2/1 Sectoral Reports
Reading 2/2 Sources Used in the Review
Elliott Stern's Tavistock paper for the ESRC

10.30 Introduction to the day: purposes/background/structure/roles/timings, Steve Gough

10.35 Introductory perspectives on the issues. Inputs from: [i] Paul Hart (University of Regina, Canada) and Mark Rickinson (National Foundation for Educational Research, UK) will introduce and draw on their already-published work in Studies in Science Education and Environmental Education Research, and will highlight the on-going research issues that emerged both from this work, and their further deliberations on it in Environmental Education Research (9.1). They will, together, identify issues that might be pursued through the seminar

11. 10 [ii] Alan Reid/Jutta Nikel (University of Bath) will [i] use the Tavistock paper to highlight policy issues on learning with reference to the original Hart/Rickinson papers, and [ii] identify issues that might be pursued through the seminar

11.25 [iii] Kim Walker (George Washington University, USA) will draw on her critiques of the Hart/Rickinson papers to raise issues for consideration in both the day, and in the seminar as a whole

11.40 [iv] Setting up small group work: identifying questions Steve Gough

11.45 [v] Small group activity

12.30-14.00 Lunch time

14.00-15.00 Sesssion on topic1.

14.00 [i] Plenary feedback; on morning session Steve Gough

14.45 [ii] Justin Dillon/Kelly Teamey (King's College, London) and [ii] Istvan Nahalka (Eotvos University, Hungary) will focus on this theme from the perspective of social constructivism and situated cognition.

15.25 [iii] Setting up small group work: identifying questions Justin Dillon

15.30-16.00 Coffee and tea time

16.00-17.30 Final session on topic1

16.00 [iv] Small group activity

16.50 [v] Plenary feedback; looking forward to Day 2. Steve Gough

18.30-21.00 Dinner and reception.

25 June (Tuesday)

Topic of the day:
Revisiting the Notions of Curriculum and Participation in Environmental and Health Education
Facilitator: Danish University of Education (DK)

Team responsible for organizing the day 2 :
Bjarne Bruun Jensen, Karsten Schnack, Venka Simovska
the Research Programme for Environmental and Health Education the Danish University of Education

Summary
The aim of this day is to explore the notions of curriculum and participation in environmental and health education. Instead of separating them we would rather look at the tensions, overlaps and differences that appear when we analyse them together. The day will start with an open "brainstorm" session attempting to identify different views on the notion of curriculum and related concepts. Drawing on this, the morning session will address current trends in curriculum development and research, focusing on curriculum in environmental and health education as well as on the links with the concept of participation. The afternoon will explore the challenges for teacher training and professional development that different views on curriculum imply. Several case studies from different contexts will be presented and discussed. The day will end with the session examining the notion of participation in depth, with a view to revisit the research agenda.

Purpose
To revisit the notions of curriculum and participation in environmental and health education, with a view to explore different perspectives, tensions and challenges that emerge when they are analysed together.

Process
Combination of plenary presentations, small group discussions and other participative activities will be used in each of the sessions. Specific inputs from different participants will be provided soon.

Plan

09.00 - 09.15 Introduction to the day 2: Bjarne Bruun Jensen
09.15 - 10.15 "Brainstorm" session: Different understandings of the notion of curriculum and related concepts. Facilitator: Karsten Schnack

10.15 - 10.30 Coffee and tea time

10.30 - 12.30 Current trends in curriculum development and research; special focus on HE and EE curriculum as well as links between the notions of curriculum and participation
Plenary presentations followed by discussion.
Presenters: Justin Dillon, UK; Robert Nemeskeri, Hungary; Karsten Schnack, Denmark.

12.30 - 14.00 Lunch time

14.00 - 15.30 Teacher training and professional development in relation to HE and EE curriculum.
Case stories highlighting experience from different educational contexts will provide 15 min. input for small group discussions identifying at least one issue/dilemma/research question with relevance to the overall seminar theme and focusing on professional development of teachers.
Presenters: Eva Csobod (experience from Hungary); Søren Breiting (experience from Tailand); Kliment Minjov (experience from Bulgaria, and Poland) Finn Mognesen (experience from Denmark) Christian Vognesen (experience from Kaliningrad);

15.30 - 16.00 Coffee and tea time

16.00 - 18.00 The notion of participation in relation to HE and EE: Research possibilities
Two parallel sessions with 3/2 presentations each, followed by group discussion. The presentations will address the issue of participation from both environmental and health education perspective. The group discussion should attempt to identify tensions and research challenges with regard to participation.
Presenters: Mayer, Michela, Italy; Bjarne Bruun Jensen, Denmark, Venka Simovska, Denmark; Onyango Ouma, Kenya; Monica Carlsson, Denmark.

18.30-22.00 Dinner and social evening.

26 June (Wednesday)

Topic of the day:
Social learning for sustainability: education, the environment and social capital
Facilitator: Griffith University(AU)

Summary
The purpose of this symposium is to clarify the meanings of the concepts of social learning and social capital that are now central to the contemporary literature on sustainable development and natural resource management. To date, the relationships between these concepts have not been explored the formal education literature apart from Derek Colquhoun's paper on social capital in environmental and health education (Reading 1) and Eva Gamarnikow and Anthony Green's analysis of citizenship education and social capital (Reading 2, PDF file 3.95 MB). However, the relationship of these ideas to social learning for sustainability remains unexplored. The workshop will provide opportunities for small and large group discussions that seek to clarify these relationships, explore their relevance for environmental and health education, and identify related research issues and opportunities.

Process
The three sessions on Day 3 will involve (I) one major 'input session' where two papers that review and extend Readings 1 and 2 will be presented, and (II) two small group discussion and plenary report sessions.

Pre-circulated papers

Reading 1
Colquhoun, D. (2000) Action competence, social capital and the health promoting school, in B.. B. Jensen, K.Schnack and V. Simovska, eds, Critical Environmental and Health Education: research Issues and Challenges, 93-106.
Reading 2 (PDF file 3.95 MB)
Gamarnikow, E. and Green, A. (2000) Citizenship, education and social capital, in D. Lawton, J. Cairns and R. Gardner, eds, Education for Citizenship, Continuum, London, 93-113.

9.0 Introduction to the theme
Presentation 1: Social learning, sustainability and citizenship - Debbie Heck and John Fien, Griffith University, (Australia)
Presentation 2: Social learning, social capital and voluntary environmental care - Margaret Gooch, Griffith University, (Australia)
Plenary discussion

10.30 Coffe and tea time

11.00 Clarification of meanings and relevance
Setting up small group discussion - Debbie Heck Small group discussion

11.50 Plenary reporting

12.30 - 14.00 Lunch time

14.00 - 15.45 Exploration of related research issues and opportunities
Setting up small group discussion - Margaret Gooch
Small group discussion

15. 45 Plenary reporting
Plenary discussion: where to from here?

15.45 Coffee and tea time.

16.00-16.45 Continue the plenary: future research.

17.00 Closing of the seminar