Discussion Topics
Is Well-being key to Sustainable Schools?
The Extended School, The All Through School: The School and the Community
How can building design participation methods with children create better learning environments?
How can we encourage sustainable behaviour and sustainable lifestyles?
How are young peoples' attitudes limiting the move towards a sustainable economy? How do young people see their place in the world and relation to the wider community?
What is a sustainable community? What's wrong with our relation to the world or more locally our environment, and what's wrong with our decision making? What do children think about this? Do they think that the questions of sustainable development are ones they should think about? Do they understand the conflict between excessive consumption and sustainable behaviour?
There are many different participation methodologies broadly focused on student voice, each with theoretical backgrounds aims, objectives; but how can we evaluate all these methodologies and the suitability of each for our aims? What evaluation methodologies do we have?
How can we encourage sustainable behaviour in young people? Is the answer to be found in participation methodologies and co-design? Are there conflicts between how children make sense of the the world, the sustainability agenda and advertising directed at children? How are we thinking about teaching sustainable citizenship?
What are the best environments for learning? Why do we have schools at all? What is the relation of changes in (learning) technology to improved learning and to the learning environment? Is there a poorly thought though conflict between increasing technology (more computers etc., better communication technologies) in schools and sustainable development, in particular that which also promotes better relations to the community, more care, and attention to emotional well-being?
What are the best environments for learning? Why do we have schools at all? What do children think? What is the relation of changes in learning technology to improved learning and to the learning environment? Is there a conflict amongst designers between increasing technology in schools and sustainable development, in particular, that which also promotes better relations to the community, more care, and attention to emotional well-being?
