FR - Teaching circular economy for Sustainable Development

Enseigner l'économie circulaire pour le développement durable

Financé par l'Union européenne. Les points de vue et opinions exprimés sont toutefois ceux des auteurs uniquement aet do ne reflètent pas nécessairement ceux de l'Union européenne ou de l'Agence exécutive européenne pour l'éducation et la culture (EACEA). Ni l'Union européenne ni l'EACEA ne peuvent en être tenues pour responsables.

Ce travail est soumis à une licence internationale Creative Commons Attribution 4.0.

TABLE DES MATIÈRES

INTRODUCTION

APPROCHE DIDACTIQUE

QU'EST-CE QUE L'ÉCONOMIE CIRCULAIRE ?

POURQUOI L'ÉDUCATION À L'ÉCONOMIE CIRCULAIRE EST PRÉCIEUSE POUR LES VÉTÉRINAIRES

MATIÈRES DANS LESQUELLES VOUS POUVEZ ENSEIGNER L'ÉCONOMIE CIRCULAIRE

THÈMES D'APPRENTISSAGE POUR L'ÉDUCATION À L'ÉCONOMIE CIRCULAIRE

APPROCHE EN NEUF ÉTAPES ET STRATÉGIES D'ENSEIGNEMENT POUR L'ÉDUCATION À L'ÉCONOMIE CIRCULAIRE

CONCLUSION

1. INTRODUCTION

Ce mini-cours offre aux éducateurs une approche structurée pour enseigner et promouvoir les principes de l'économie circulaire dans le contexte du développement durable. Le cours est conçu pour aider les enseignants à engager les élèves dans des processus de réflexion critique, de résolution de problèmes et de prise de décision liés aux concepts de l'économie circulaire. Il comprend neuf étapes qui guident le processus d'enseignement et d'apprentissage, notamment l'analyse, l'exploration, la recherche, l'analyse, la valeur, la résolution, la conception, la présentation et la réflexion.

2. L'APPROCHE DIDACTIQUE

Ce mini-cours décrit une approche didactique de l'éducation à l'économie circulaire. L'idée de base est que l'éducation à l'économie circulaire vise à développer certaines compétences chez les apprenants : la pensée systémique, la pensée multi-perspective et la conception. L'approche didactique décrit les exigences didactiques et les stratégies d'enseignement dans le cadre d'un modèle en neuf étapes. Ce modèle didactique est le résultat du projet Erasmus+ ThreeC et a été basé sur une recherche documentaire et des entretiens avec des experts de l'économie circulaire. Les idées didactiques ont été appliquées dans divers projets pilotes en 2015/2016 et affinées par la suite.

3. L'ÉCONOMIE CIRCULAIRE

L'économie circulaire est un concept de durabilité auquel adhèrent un nombre croissant de décideurs et d'entreprises, comme Mud Jeans ou Interface, mais aussi des multinationales comme Philips ou Unilever. L'idée principale est d'assurer la réutilisation des ressources, de manière à ce que les produits soient fabriqués pour être fabriqués à nouveau. L'économie circulaire répond aux questions les plus urgentes de l'humanité, comme l'épuisement des ressources, la pollution, les inégalités et le changement climatique. Une société qui représente une économie circulaire exige d'autres connaissances, compétences et attitudes que notre société actuelle. L'économie circulaire est une approche de gestion intégrée et innovante, où, par exemple, la pensée systémique et l'inclusivité sont plus importantes, en plus des compétences entrepreneuriales habituelles. Ce mini-cours soutient les enseignants européens avec un concept didactique innovant, basé sur une approche d'apprentissage orientée vers les compétences, afin de créer et de favoriser ces compétences chez leurs étudiants.

3. L'ÉCONOMIE CIRCULAIRE - CÔTÉ PRODUCTEUR

Le principe de base de l'économie circulaire est que les produits sont conçus pour être réutilisés, de sorte qu'il n'y a pas de déchets (voir figure 1). En utilisant le cadre de pensée "La nature comme professeur", les produits et systèmes industriels sont conçus et développés pour imiter la nature. Ils sont principalement alimentés par des sources d'énergie renouvelables et imitent les boucles fermées des écosystèmes naturels. Les produits industriels sont conçus selon un processus dit "du berceau au berceau". Les produits finis qui ne peuvent pas être compostés (par exemple les métaux) retournent à l'industrie dans un circuit fermé - en tant que "nutriments" précieux et faciles à gérer. (Webster et Johnson, 2008 ; pp. 16). Cela semble facile, mais cela exige des entrepreneurs une approche holistique de la chaîne de production (qui est un terme démodé, il devrait s'agir du "cycle de production" dans une économie circulaire). Et parce qu'il existe des opinions différentes lorsqu'il s'agit d'approches holistiques, un entrepreneur de l'économie circulaire doit également être capable d'apprécier les différentes opinions, afin de prendre les bonnes décisions.

3. l'économie circulaire - côté consommateur

• L'économie circulaire ne relève pas uniquement de la responsabilité des entrepreneurs (producteurs), même s'ils jouent un rôle clé à cet égard. Les consommateurs doivent également passer de l'idée d'"avoir des choses" à celle d'"utiliser des choses". Les consommateurs ne peuvent pas être responsables de la réutilisation des biens, car ils ne sont généralement pas en mesure d'en faire quelque chose de nouveau. C'est pourquoi les biens doivent revenir aux entrepreneurs, afin qu'ils puissent relocaliser les ressources utilisées. Ces biens reviendront automatiquement aux entrepreneurs, lorsqu'ils en sont les propriétaires, et non aux consommateurs (www.ellenmacarthurfoundation.org).

• Sur la base de cette description, l'éducation à l'économie circulaire peut s'adresser à la fois aux (futurs) entrepreneurs et aux consommateurs.

4. POURQUOI L'ENSEIGNEMENT DE L'ÉCONOMIE CIRCULAIRE EST UTILE POUR LA FORMATION PROFESSIONNELLE

L'éducation à l'économie circulaire est un complément précieux à l'éducation au développement durable (EDD) dans l'enseignement et la formation professionnels (EFP), et ce pour plusieurs raisons :

PERTINENCE PRATIQUE

OPPORTUNITÉS DE CARRIÈRE

En intégrant l'éducation à l'économie circulaire dans l'EDD au sein de l'EFP, les établissements peuvent donner aux apprenants les moyens de devenir des agents de changement positif, capables de promouvoir des pratiques durables, de réduire les déchets et de contribuer à une société plus durable et plus résiliente....

EFFICACITÉ DES RESSOURCES

L'INNOVATION COMMERCIALE

Systems Thinking

COMPORTEMENT RESPONSABLE DU CONSOMMATEUR

COLLABORATION ET RÉSEAUTAGE

COMPÉTENCES À L'ÉPREUVE DU TEMPS

5. Matières dans lesquelles vous pouvez enseigner l'économie circulaire .

• De nombreux sujets peuvent servir de contexte à l'éducation à l'économie circulaire, pour autant qu'ils aient un lien avec des systèmes en boucle fermée (naturels ou technologiques) (Webster et Johnson, 2008). La figure 2 donne une vue d'ensemble des cycles naturels de notre planète. Ces cycles naturels (systèmes en boucle fermée) peuvent être liés à différents types de sujets (quelques exemples) :
• Pétrole / gaz / énergie et transports : le cycle du carbone
• Sujets liés à l'alimentation : cycle du phosphore et cycle de l'azote
• Sujets liés à l'eau : cycle de l'eau
• Biodiversité / nature / sylviculture : cycle de l'oxygène

6. Thèmes d'apprentissage pour l'éducation à l'économie circulaire

La pensée systémique

Perspectives

Innovante

Inclusion

Proactif

Recontextualisation du problème

Communicatif

Changer

Action

Concepts didactiques et exigences en matière d'éducation à l'économie circulaire

(2008) décrivent l'éducation à l'économie circulaire comme une forme spécifique d'EDD. Ils reprochent à l'éducation ordinaire de s'apparenter à un processus de production linéaire. À l'aide de deux figures, ils clarifient leurs idées sur l'éducation à l'économie circulaire. ; Tout d'abord, un processus d'apprentissage doit également être un processus circulaire. Commencez par une expérience concrète, prolongez-la par une observation réfléchie, conceptualisez et testez les idées par des expériences actives. Cela permet d'obtenir de nouvelles expériences concrètes, ce qui rend possible la poursuite d'un cycle d'apprentissage (au lieu d'un processus d'apprentissage linéaire). La deuxième idée consiste à boucler la boucle. Les apprenants devraient se familiariser avec les systèmes écologiques, avec l'industrie innovante du "cradle to cradle" (du berceau au berceau), en utilisant des approches d'apprentissage participatif innovantes.

Exigences didactiques

Sur la base des recherches documentaires menées dans le cadre du projet ThreeC, certaines exigences didactiques (critères de conception) pour l'éducation à l'économie circulaire ont été formulées :

• commencer par un sujet très spécifique ou un cas d'entreprise, en utilisant des problèmes de la vie réelle ; s'assurer que le sujet spécifique est une situation qui doit être améliorée du point de vue de l'économie circulaire, mais qui n'est pas trop complexe pour que les apprenants puissent être améliorés ;
• coopérer avec des entreprises ou des organisations et leur demander d'être des contractants pour les apprenants ;
• travailler de manière interactive ;
• encourager la participation par des moyens amusants, agréables et motivants ;
• utiliser une investigation expérimentale créative et efficace ;
• encourager l'utilisation des théories de la complexité et d'une approche écosystémique ;
• permettent des processus qui donnent naissance à de nouvelles choses et permettent aux participants de faire de même ;
• utiliser des écrits réflexifs ;
• encourager la création de meilleures alternatives aux problèmes de décision, en identifiant des opportunités de décision plus attrayantes que les problèmes de décision auxquels vous êtes confronté.

Une approche en neuf étapes et des stratégies d'enseignement pour l'éducation à l'économie circulaire

Le projet ThreeC a développé une approche en neuf étapes qui peut être considérée comme une séquence pour les projets éducatifs. Ces étapes peuvent être appliquées en classe et comme projet de préparation aux stages. Chaque étape peut être menée avec différents types de stratégies d'enseignement, c'est-à-dire orientées vers l'apprenant ou vers l'enseignant, en donnant des exemples et des suggestions ou en laissant les apprenants explorer les choses par eux-mêmes.

3. Relate

2. Understand

1. Attention

4. Analyse

6. Solve

5. Value

8. Present

9. Reflect

7. Design

Étape 1 : Attention

Objectif

Suggestions de stratégies d'enseignement

Informations générales

Exemples

Étape 2 : Comprendre

Suggestions for teaching strategies

Purpose

Examples

Background Info

Step 3: Relate

Suggestions for teaching strategies

Purpose

Examples

Background Info

Step 4: Analyse

Suggestions for teaching strategies

Purpose

Examples

Background Info

Step 5: Value

Suggestions for teaching strategies

Purpose

Examples

Background Info

Step 6: Solve

Purpose

Suggestions for teaching strategies

Examples

Background Info

Step 7: Design

Suggestions for teaching strategies

Purpose

Examples

Background Info

Step 8: Present

Suggestions for teaching strategies

Purpose

Examples

Background Info

Step 9: Reflect

Suggestions for teaching strategies

Purpose

Examples

Background Info

Conclusion

Nous vous proposons maintenant un plan didactique en 9 étapes pour vous aider à intégrer l'économie circulaire dans vos cours. Nous vous souhaitons beaucoup de plaisir et de succès dans l'élaboration de projets pédagogiques passionnants pour vos élèves !

5. METTONS EN PRATIQUE CE QUE NOUS AVONS APPRIS !

L'HEURE DU QUIZ

EVERGREEN QUIZ

Quiz

Enseigner l'économie circulaire pour le développement durable

EVERGREEN QUIZ

QUESTION 1/5

Quel est l'un des principes clés de l'économie circulaire ?

Waste minimization and resource efficiency

Single-use plastic promotion

Linear production and consumption

EVERGREEN QUIZ

RIGHT!

NEXT QUESTION

EVERGREEN QUIZ

QUESTION 2/5

What is a key aspect of the learning process in education for a circular economy?

Learning cycle involving concrete experiences

Linear progression from theory to practice

Traditional teaching methods without participation

EVERGREEN QUIZ

RIGHT!

NEXT QUESTION

EVERGREEN QUIZ

QUESTION 3/5

Which of the following is a didactical requirement for designing effective learning experiences?

Use interactive, participatory, and creative methods

Focus on theory and isolate learners from real-life problem

Emphasize complex and abstract theories

EVERGREEN QUIZ

RIGHT!

NEXT QUESTION

EVERGREEN QUIZ

QUESTION 4/5

What is a notable feature of the Nine-Steps-Approac for educational projects?

Flexibility in applying different teaching strategies

Exclusively designed for classroom settings

A rigid sequence with a fixed set of teaching strategies

EVERGREEN QUIZ

RIGHT!

NEXT QUESTION

EVERGREEN QUIZ

QUESTION 5/5

Why is integrating education on circular economy into Education for Sustainable Development (ESD) in VET considered valuable?

It empowers learners to become agents of positive change

It limits the scope of education to theoretical concepts

It narrows the focus to specific vocational skills

EVERGREEN QUIZ

RIGHT!

RESULTS

EVERGREEN QUIZ

1-2Correct

3-4Correct

5Correct

0Correct

Give a title, write a short explanation

Give a title, write a short explanation.

Give a title, write a short explanation.

Give a title, write a short explanation.

+info

+info

+info

+info

6. REFERENCES

Books/Papers/Articles

Further reading

Financé par l'Union européenne. Les points de vue et opinions exprimés n'engagent que leurs auteurs et ne reflètent pas nécessairement ceux de l'Union européenne ou de l'Agence exécutive européenne pour l'éducation et la culture (EACEA). Ni l'Union européenne ni l'EACEA ne peuvent en être tenues pour responsables.

Ce travail est soumis à une licence internationale Creative Commons Attribution 4.0.

Examples

The following assignment is an example of ranking as a teaching strategy. On the following page, you find an overview of the environmental impact of Puma’s activities throughout their production chain (Puma, 2010). Figure 14 shows an overview of the kinds of environmental impacts per tier within the production chain. And figure 15 shows how big the impact is, in terms of measurements. The assignment, related to these two figures is: a) where in the production chain should Puma invest first, to reduce its environmental impact? b) With which kind of cycles (biological or technical) are these investments related?

Puma’s environmental environmental impact per tier (of the production chain) in measurements

Overview of environmental impact of Puma’s production

Suggestions for teaching strategies

• Write a story or a poem.
• Create a performance.
• Make a song or find related music.
• Do an interview or organise a group-discussion.
• Make a mind map or a symbolic map.
• Make or find images.
• Find an animal or plant to explain differences and similarities.

To underline learners’ involvement (which is the core idea of this step), also simpler teaching strategies can be conducted: just asking questions like where, when, how often or how much.

At a website of The Public School (http://thepublicschool.org), subjectification is described as a teaching strategy. Explained in a very simple way, subjectification is a way to precede a subject in the same way as the process of individuation precedes the creation of the individual. As a teacher, you ask learners to pretend to be a subject, a theory or a person and to present the main characteristics to others.To put the idea of subjectification in practice, learners can use strategies based on the multiple intelligence, as recommended by Geisen (2014), in his publication on sustainable and meaningful education. A teacher can ask students to characterise something in different ways:

Objectif

Commencez un projet par l'introduction d'une situation qui déclenche l'attention des apprenants.

Examples

In the pilot project in Westerlo, learners were instructed to prepare the presentation with the following instruction: A poster gives information about your subject with text and images. A poster should provide enough information to understand, even if there’s no explanation. Take the following into account:

• Make a drawing and a description of your design.
• Explain why this fits with circular economy.
• Ensure 1/3 is text, 2/3 are images.
• A good title.
• Make it readable, also from greater distance.
• Try to give the poster an attractive design.

Prepare a pitch (2 minutes) to persuade others about your design. A good pitch contains three elements:

• A starter: think of a sentence that invites to continue listening.
• Middle part: explain why your design is the best.
• End: think of a sentence that the audience won’t forget.

The learners appeared to find it difficult to make attractive posters, this seemed to be something new for them. Organise support and feedback to help learners by preparing these presentations.

Purpose

To reflect on the analysis and to be aware of the different perspectives that are used to analyse the situation. Was the analysis e.g. mainly optimistic or pessimistic? Important is too, what learners think about the situation themselves, too, in relationship to the opinions of others.

Penser en termes de systèmes

L'apprenant est capable de schématiser les causes et les conséquences d'un problème économique, environnemental ou social identifié, en utilisant différentes dimensions et différents niveaux d'analyse.

Background info

The Dutch organisation Het Groene Brein (The Green Brain) describes the following characteristic of Education for a Circular Economy: “The context of education on circular economy should be future-driven. This includes product design, economic systems and quality of life. Re-thinking current assumptions can lead to a design for the future society. Associations with the image of education are important: circular economy has a new, positive image, in comparison with i.e. learning from nature. This closely linked to the opinion of Douwe Jan Joustra, who stated in an interview for ThreeC, that attention for design strategies is one of the key aspects of Education for a Circular Economy.”

Purpose

One should define what’s going on, what the problem is. This results in a question, given by the teacher or formulated by learners themselves (depending on the ability of learners to formulate questions). This is the starting point of an inquiry sequence.

Background info

Rauch & Steiner (2013) mention reflection as an important aspect of ESD, because sustainable development requires critical thinking, not only towards society, but also towards oneself and one’s own ideas. Reflection should deliver meaningful insights that can be used in new situations (transfer), so one avoids that this sequence was a linear learning process. This way it’s like a circular process where you ‘close the loop’.

Background info

Sipos, Battisti and Grimm (2008) describe another concept for ESD, closely linked to social transformative learning. Their strategy is simple: integrate learning processes rooted in learners’ head, hands and hear. The goal of this integration is to effect behaviour, the ultimate goal of transformative learning.

Purpose

After learners chose the most effective options for solutions, the product should be (re)designed. During this step, learners are asked to describe the design (planning) of the production process and the product itself.

Background info

In the context of education for a circular economy, the question should be: how can a circular economy contribute to the solution of this situation? One expert on Circular Economy, Douwe Jan Joustra, stated during an interview, that the aspect of problem-solving is often defined in a negative way. Creating chances is a more positive formulation. It’s about increasing the ability to design. Colin Webster, another expert, called this aspect problem-recontextualisation. If you change from level of analysis or organisational level, you see other aspects that might be more important. For instance: it’s not a problem that fossil fuels are ending, the problem is that we’re not able to use other sources (like the sun) enough. The answer is different: don’t use too much oil or create circumstances to use the sun.

Suggestions for teaching strategies

There are many reflection strategies. One strategy is called STARR (Jaspers & Van Zijl, 2011):

• Describe the situation that you reflect on.
• Describe who were involved and what their tasks were (including yourself).
• Describe the activities you’ve been doing.
• Describe the outcome of these activities: what were the results?
• Reflect on the results, linked to your task in the activities, related the context where this took place.

You can ask learners to write this down or to do this orally, with the teacher as chairman or in peergroups.

Purpose

Getting grip on causes and consequences of the situation and how one and another is interrelated.

Purpose

The learner values one solution to another and chooses the best option, in relationship to his analysis of the situation (step 4) and relevant opinions (step 5).

• Rauch, F. & Steiner, R. (2013): Competences for education for sustainable development in teacher Education. In: CEPS Journal 3 (2013) 1, S. 9-24. URN: urn:nbn:de:0111-opus-76634.
• Reigeluth, C.M., Merrill, M.D., Wilson, B.G. & Spiller, R.T. (1980). The elaboration theory of instruction: a model for sequencing and synthesizing instruction. Instructional Science 9, pp. 195-219.
• Reveal (n.d.). Level 5 Manual. Derived at October 13, 2014, at http://www.reveal-eu.org/uploads/media/REVEAL_LEVEL5_Manual.pdf.
• Sipos, Y., Battisti, B. and Grimm, K. (2008). Achieving transformative sustainability learning: engaging head, hands and heart. In: International Journal of Sustainability in Higher Education. Vol. 9 No. 1, 2008, pp. 68-86.
• Sleurs, W. (Ed.) (2008). Competencies for ESD teachers. Signau: ENSI Network Taylor, L. (2008). Key concepts and medium term planning. In: Teaching Geography. Sheffield: Geographical Association.
• Visser, J. & Keller J.M. (1990). The clinical use of motivational messages: an inquiry into the validity of the ARCS model of motivational design. Instructional Science 19:467-500. Dordrecht: Kluwer Academic Publishers
• Vries, G. de (2010). Denkend aan Vlieland. In: Didactief. Opinie en onderzoek voor de schoolpraktijk, nr. 4, april 2010.

Comportement responsable du consommateur

En sensibilisant les étudiants de l'EFP aux concepts de l'économie circulaire, ils peuvent devenir des consommateurs conscients qui font des choix durables.Cette prise de conscience peut s'étendre au-delà de leur vie professionnelle et avoir un impact positif sur leur communauté en tant que citoyens responsables.

Suggestions for teaching strategies

• During this second step, a few other aspects can be mentioned:
• Present the epitome to the learners (epitome = an overview of the steps that they are going to conduct, to answer solve the problem).
• Introduce the contractor (company or organisation) that you involved in the project, so learners know from the beginning that they are seriously going to work for a contractor.
• Make clear how and when students will be assessed to prove they developed relevant competencies.

If step 2 (understand) is the starting point for an inquiry process, the main question for a teaching strategy is: how pre-structured do I like to work as a teacher? There are different choices:

• Present the main question to your learners.
• Give an example of a relevant question.
• Describe options for relevant questions.
• Hand over criteria for a good question.
• Give your learners advice and feedback after they formulated the question themselves (Ankoné & Van der Vaart, 2006).

Changer

L'apprenant est capable d'adapter des idées pour un changement dynamique dans des environnements incertains.

Examples

The following lesson was developed as a pilot lesson for ThreeC in the Netherlands. The lesson was about palm oil industry in Uganda. A summary of the lesson instructions:

• Learners were given information about the case via a documentary (video)
• Learners were provided text-cards with relevant and non-relevant information: a) select relevant information (based on the documentary); b) make a division between causes and consequences.
• Relate causes and consequences to each other, based on the principles of a problem tree
• Evaluate with your teacher if you have a good overview of causes and consequences. Relate you analysis to different levels of scale (local, national, global). Which level of scale is underrepresented? Find missing information.

Examples

During the pilot project in Westerlo, learners had to reflect on the project after their presentation, together with the expert. The project appeared to be too short to have good, deep reflections. One can find other examples of reflections on the internet. One example of the STARR interview technique can be seen on this short video: www.youtube.com/watch?v=MNtUBVeNR9M. Another interesting website to inquire, is the Teaching Chanel: www.teachingchannel.org/.

Purpose

Learners present their ideas to the contractor. They will try to persuade him or her of their idea.

Informations générales

Keller décrit trois aspects de l'attention :

• Excitation perceptive ; changement de perspective, confusion des apprenants face à des situations à première vue illogiques et conflictuelles. Cela peut être lié à l'apprentissage social transformateur : créer un espace pour de nouvelles façons de penser.
• L'éveil à la recherche : stimuler le comportement de recherche d'informations en posant des questions ou en encourageant la recherche. Cela peut être lié à l'apprentissage basé sur l'enquête.
• Variabilité : le fait de changer les méthodes d'enseignement accroît l'intérêt des apprenants. Cela favorise l'utilisation de différents types de stratégies d'enseignement.

Un concept intéressant est la théorie motivationnelle ARCS de Keller, formulée à l'origine en 1983, mais toujours très utilisée dans l'enseignement régulier (Visser et Keller, 1990 ; Nakaima, Nakano, Watanabe et Suzuki, n.d.). L'idée de Keller est de concevoir un environnement d'apprentissage qui stimule la motivation de l'apprenant pendant le processus d'apprentissage. Selon Keller, quatre conditions doivent être prises en compte : l'attention (attirer l'attention de l'apprenant), la pertinence (rendre le processus d'apprentissage pertinent), la confiance (renforcer la confiance de l'apprenant) et la satisfaction (s'assurer que l'apprenant peut être satisfait des résultats de l'apprentissage et de l'évaluation). La condition "attention" est particulièrement importante dans notre approche.

Action

L'apprenant agit de manière autonome, de sa propre initiative, en coopérant avec d'autres, sur la base d'une planification stratégique.

Background info

Ten Dam and Volman (2004) describe critical thinking as a learning process that pays attention to the (political) effects of argumentation and reasoning. They summarize teaching strategies for critical thinking, based on the idea that this can be developed by creating learners’ own ideas, using real-life problems, with discussion and dialogue playing a key role and promoting inquiry. The latter is promoted more and more by geography educators too. One of the promoters of this so-called inquiry based learning, is Liz Taylor (2008). She suggests that a learning process should be facilitated with a relevant question, with pith and rigour, which gives the possibility to design and conduct a sequence of lessons to enable learners to answer this question.

The examples of questions she describes can be characterised as heuristic, future- or solution-oriented and valuing. Geographical questions are about four key-concepts: change (past, present and future), interaction (how things are connected), diversity (about difference) and perception (how different we see things). These four key-concepts seem to be relevant for ESD too.

Purpose

To give insight into the way how learners can relate themselves to the situation they are going to analyse: what’s in it for me, how am I involved in this situation, how do I feel with this, do I know people who are related to this situation and so on. One should define what’s going on, what the problem is. This results in a question, given by the teacher or formulated by learners themselves (depending on the ability of learners to formulate questions). This is the starting point of an inquiry sequence.

Compétences à l'épreuve du temps

Face aux défis mondiaux tels que le changement climatique et l'épuisement des ressources, l'économie circulaire offre une approche durable et à long terme de la gestion des ressources.Former les apprenants de l'EFP aux principes de l'économie circulaire les prépare aux défis futurs et garantit que leurs compétences restent pertinentes et adaptables.

Examples

There are different ways to formulate questions. Under here, some examples are given.

• The empathy question: Would you choose to do (…)?
• The prescriptive question: Should you / should one / should people (…)?
• The solution oriented question: How to prevent / how to solve (…)?
• The future oriented question: Will there be / Is it going to be (…)?

During a pilot project in Westerlo, step 2 was introduced with an exercise to underline ‘what’s going on’. Learners were asked to unwrap a drinking package. They noticed that a drinking package has seven layers (!) with (partly) unrecyclable materials. So the question appeared: how can drinking packages be produced in a more sustainable way?

Background info

Rauch & Steiner (2013) mention different aspects of ESD. One aspect they mention, is communicating: to be able to act in a sustainable, you need to be able to communicate. Without communication, one can do nothing. In a document of the EU (2012), entrepreneurial competencies are described. In terms of communication, learners should be able to persuade others. Douwe Jan Joustra and Colin Webster stated during interviews with both of them, that the aspect of communication should also involve the ability to inform others, to be clear on the systems aspects, not only what your arguments are, but also the way you present them.

Purpose

After redesigning a product, learners should evaluate this. This kind of reflection can focus on different aspects (depending on the formulated objectives): the learning process, the designing process, the results and/or the content of the issue with which it all started at the first place. This final step should deliver meaningful insights that can be used in new situations (transfer).

La pensée systémique

L'éducation à l'économie circulaire favorise la pensée systémique, aidant les apprenants de l'EFP à comprendre l'interconnexion des aspects économiques, sociaux et environnementaux de la durabilité.Cette perspective holistique renforce les capacités de résolution des problèmes et la capacité à identifier et à relever efficacement les défis de la durabilité.

Opportunités de carrière

Alors que l'économie circulaire prend de l'ampleur à l'échelle mondiale, la demande de professionnels capables de concevoir, de mettre en œuvre et de gérer des solutions circulaires ne cesse de croître. ;L'enseignement de l'économie circulaire dans l'EFP permet aux apprenants d'acquérir des compétences recherchées et d'améliorer leur employabilité dans l'économie verte émergente.

Innovation commerciale

Les principes de l'économie circulaire favorisent la créativité et l'esprit d'entreprise en encourageant les apprenants de l'EFP à sortir du modèle économique linéaire traditionnel ;Les étudiants peuvent explorer de nouveaux modèles d'entreprise, la conception de produits et des approches de services qui s'alignent sur les objectifs de durabilité, stimulant ainsi l'innovation dans diverses industries.

Proactif

L'apprenant recherche de manière proactive des objectifs pour organiser des résultats efficaces de consommation et de production, répondant aux besoins des générations actuelles et futures.

Exemples

• S'interroger

L'image suivante (oiseau avec du plastique) a été utilisée au début du projet pilote ThreeC. Les questions qui peuvent être posées sont les suivantes : Qu'est-ce que c'est ? Que s'est-il passé ? Pourquoi cela s'est-il produit ? Quel est le rapport avec nous ? Qu'en pensez-vous ? Pourrait-on l'éviter ?

• Une expérience concrète

Au cours d'un programme éducatif sur les déchets, des élèves ont eu l'idée d'apporter des poubelles dans la salle de classe et de les vider sur une toile en plastique. Les élèves ont été confrontés à la quantité de sandwichs jetés et on leur a demandé s'ils pensaient que c'était beaucoup et à quelle fréquence ils jetaient eux-mêmes de la nourriture.

• Quelque chose de familier

À quelle fréquence savez-vous que les énergies renouvelables sont utilisées ? Connaissez-vous d'autres exemples de ce type ?

oiseau avec plastique

parcmètre

Examples

• During the pilot project in Westerlo, learners were asked how often drinking packages were used. Learners didn’t feel related to the subject of drinking packages, which was more for primary school pupils. This underlines the importance of choosing a good subject or a business case for a project.
• In a Dutch geography schoolbook, learners were given the following question: What couldn’t you have done today, if you had no access to electricity? The idea is, that answers on this question are evaluated during a conversation in the classroom.

Suggestions de stratégies d'enseignement

• Pour attirer l'attention, il est possible de s'interroger sur quelque chose (à l'aide d'une image impressionnante ou d'un quiz contenant des faits "étonnants") ou d'organiser une situation chaotique contrôlée ("que se passe-t-il ?").
• Il peut s'agir de l'introduction d'une expérience concrète de quelqu'un ou de l'expérience de l'apprenant lui-même.
• L'attention peut également commencer par l'introduction (par une histoire, une image, un film ou autre) de quelque chose de familier.

Suggestions for teaching strategies

Consider that the analysis is related to the production of the chosen business case (specific product). Learners should be aware of the various aspects within the production chain of the specific product (see also step 7). Analysis (based on systems thinking) contains three substeps. Inventory causes and consequences of the identified problem of the business case. For instance, if the business case is about packaging, and learners noticed that a drinking package contains several undisposable materials, the analysis is about: what are consequences of the usage of these materials and what are the causes of the usage of these materials? As a teacher, one has some choices for teaching strategies here: Learners find out themselves, based on good information skills. They will find causes and consequences (for instances for the case: what are causes and consequences of using drinking packages) on the internet. Difficult is, how this will be evaluated? As a teacher, you select relevant information, to be sure that learners will find causes and consequences they need to find. Learners will analyse the information and will be able to make the inventory of causes and consequences. As a teacher, you pre-structure causes and consequences. For instance: provide text-cards with relevant and non-relevant information. Step 1: select the right information. Step 2: make a division between causes and consequences. 2. Schematising: relate causes and consequences to each other. There are different ways to schematise: (four pictures) Problem-tree: see figure 9. Causes of the problem (which is called ‘unbalanced usage of resources’) are divided in political, economic, social-cultural and environmental causes. Consequences are divided in shortages and abundances. This kind of schema is the easiest to start with. Story-line: a way of schematising showing the causes for change of occurrence of a certain event. In figure 10, the presence of the house sparrow in Dutch gardens is drawn. Different stages of the presence of the house sparrow are explained with text boxes in the story line. Causal loop: this is the most complex type of schematising, but mostly linked to circular economy. Causal loops can be, on the other hand, very simple, like in figure 11, but also very complex, like in figure 12. You can leave it up to learners to decide which kind of schema they will make or you pre-structure the schema as a kind of puzzle. 3. Changing level of analysis: zooming in (detailed) and zooming out (overview) on the case. Evaluate with learners if they have enough details in their analysis and a good overview of the case.

Examples

The following lesson was developed as a pilot lesson for ThreeC in the Netherlands. The lesson (in Dutch) is about genetically modified food. A summary of the lesson instructions:

1. Learners were asked to watch a short animation film about genetically modified food.
2. Learners were given a text with the opinion of four people: Owen Paterson, Mark Lynas, Jesse Klaver en Belinda Martineau. Furthermore, they were given ten textcards with short summaries of people’s opinions. Learners were asked to make a match between the four people and the text-cards, They were allowed to use only four out of ten text cards.
3. Learners were asked to categorise the four opinions with the following value-quadrant. The four perspectives are optimists, pessimists, scientific arguments and societal arguments.
4. Learners were asked to formulate their own opinion on this and to prepare an oral defense.

In the pilot project in Westerlo, the assignment related to this step (value) mainly focused on the question: why do producers of drinking packages want to produce their product in a sustainable way? It became clear for learners that there are more reasons: not only environmental, but also economic reasons.

Communicatif

L'apprenant explique ses choix avec des arguments pertinents et est capable de convaincre les autres.

• Wals, A.E.J. (2006). The end of ESD… the beginning of transformative learning. Emphasizing the ‘E’ in ESD. In: Cantell, M. (Ed.). Proceedings of the Seminar on Education for Sustainable Development held in Helsinki, February 15, 2006.
• Webster, K. & Johnson, C. (2008). Sense & Sustainability. Educating for a circular economy. Terra Preta.
• Wolf, M. de [ed.] (2011). Lesgeven over duurzame ontwikkeling. Antwerpen/Apeldoorn: Garant Uitgevers.

Pertinence pratique

L'éducation à l'économie circulaire permet aux apprenants de l'EFP d'acquérir des connaissances et des compétences pratiques qui s'appliquent directement aux situations et aux industries du monde réel.En comprenant les principes de l'économie circulaire, les étudiants de l'EFP peuvent contribuer aux pratiques durables dans leur future carrière, en ayant un impact tangible sur la durabilité environnementale et économique.

Suggestions for teaching strategies

To be able to change perspectives during a lesson, a teacher should know some general perspectives, related to sustainable development. De Wolf et al (2011) describe the following perspectives:

• Technology-pessimism: this group of thinkers belief that more population, more welfare and more technological development will lead to a higher demand of natural resources, with depletion and pollution as a consequence. The main solution, is to use less resources. These people are often called neo-Malthusian thinkers, referring to Thomas Malthus, who was one of the first to write down pessimistic ideas about the relationship between population growth and the presence of natural resources. An example of a neo-Malthusian thinker is Al Gore, who underlines the risk of climate change, because of population and welfare growth.
• Technology-optimism: this group of thinkers are confident in the strength of technological development. ‘Necessity is the mother of invention’. Finally human being will be able to solve all problems.
• Traditionally, Education for Sustainable Development (ESD) is strongly related to technology-pessimism. Education for Circular Economy is more linked to technology-optimism. Important to be aware of these two perspectives and to reflect on the analysis (step 4) from these two points of view: was the analysis too pessimistic or too optimistic?
• Two other perspectives are relevant too:
• Egalitarianisms: this group of thinkers belief it’s important to have equal access to resources and just little income inequality. Egalitarian thinkers are strongly linked to neo-Marxist ideas.
• Liberalism: this group of thinkers belief the most important value in society is freedom. Each person should have the freedom te be who he wants te be and to do what he wants to do.

Many scholars in ESD tend to approach subjects from the egalitarian point of view. Education for Circular Economy is, from its entrepreneurial background, more than ESD, linked to liberal perspectives.

Examples

During the pilot project in Westerlo, students were asked to think of alternatives for drinking packages from the viewpoint of different perspectives: as an ceramic artist, as Barbapapa, as a child of 4 years or as a cartoon character (professor Barabas). They were asked to continue with the brainstorm, based on the ideas of the previous group member. ‘Yes, but’ was not allowed. To be able to come up with realisable ideas, they were provided a catalogue with information about package materials, which they had to study before this brainstorm lesson. The contractor for the pilot project, Ger Standhardt from the Dutch Packaging Center, evaluated the ideas of the learners in Westerlo as creative and innovative. Students mainly thought about shape, size and used materials, but also considered transport possibilities. The evaluator of the pilot project wrote the following about this assignment: “This step worked out reasonable. Students were motivated when they were designing their case. The materials catalogue proved to be a vital tool. However, students focused more on the design of the product (especially the shape of the package) than on the production and recycling process. The assignment should therefore be changed, for example by requiring students to spend half of their poster on the design of the packaging, and the other half to the production and recycling process. Teachers should ask students provocative questions to raise their thinking to a higher level.”

• Jaspers, M. & Zijl, E. van (2011). Kwaliteit van toetsing in het Hoger Onderwijs. Eindhoven: Fontys Hogescholen.
• Jutten, J. (n.d.). Systeemdenken in de klas. Derived at March 15, 2010, at http://93.186.179.121/~omjs/bijlagen/systeemdenken.pdf.
• Lambrechts, W. (2012). De integratie van competenties voor duurzame ontwikkeling in het hoger Onderwijs. Derived at October 14, 2014, at www.lne.be/doelgroepen/onderwijs/ecocampus/kennis-en-instrumentenhub/literatuur-2/lambrechts-competenties.pdf.
• McPartland, M. (2001). Moral Dilemmas. Geographical Association. Nakaima, K., Nakano, H.,
• Watanabe, A. and Suzuki, K. (n.d.). Research for proposing the subcategories of the volitional element for the ARCS-V model. Derived at October 22, 2014, at http://icome.bnu.edu.cn/sites/default/files/Full_Paper/Parallel%20Sessions/8.20%20afternoon%20Parallel%20Sessions%201/Lecture%20Room%202/2-Research%20for%20proposing%20the%20subcategories%20of%20the%20volitional%20element%20for%20the%20ARCS-V%20model.pdf.
• Puma (2010). PUMA’s Environmental Profit and Loss Account for the year ended 31 December 2010. Derived at May 26, 2015, at http://glasaaward.org/wp-content/uploads/2014/01/EPL080212final.pdf.

Background info

To be able to answer complex questions, one should be able to think in terms of systems (e.g. Sleurs et al, 2008; Webster and Johnson, 2008; De Wolf et al, 2011; Lambrechts, 2012; Rauch and Steiner, 2013). This can be seen as a complex learning process, with a few elements: causal thinking (recognising relations), schematising and changing level of analysis (Jutten, n.d.; De Wolf et al, 2011). One educational concept that might help us with instructional design for systems thinking, is the elaboration theory of Reigeluth et al (1980), a cognitivist approach. “According to elaboration theory, instruction should be organized in increasing order of complexity for optimal learning. (…) A key idea of elaboration theory is that the learner needs to develop a meaningful context into which subsequent ideas and skills can be assimilated.” (www.instructionaldesign.org)

Suggestions for teaching strategies

This step might lead to an insight, that the solution that was chosen during step 6 (solve) wasn’t most effective and feasible. So if this seventh step leads to the insight that step 6 needs to be done over, it’s simply like that. In other words: step 6 and 7 are strongly linked to each other. The first part of this step is related to the production process. How should the production process be organised to realise the chosen solution? Therefore, the concept of the production chain (which should be a production cycle) can be used. The production chain (figure – source in comments) shows who is involved in the production of a certain product. The second part of this step is related to the product design itself. Learners should ask themselves, what the consequences are for the product design, if the production process changes: the shape, size and used materials. Learners formulate design criteria and make, if possible, a prototype of the product. This can be a very extended iterative process or just a short version of it. During this step, it’s very helpful to have the contractor involved to support the learners with relevant information and feedback. On the other hand, learners should feel space to develop their own ideas and shouldn’t be hindered to come up with unorthodox ideas.

Innovative

The learner is able to deal with uncertainty and sensitive towards weak signals.

• Ankoné, H. & Van der Vaart, R. (2006). Handreiking schoolexamen aardrijkskunde havo/vwo. SLO: Enschede.
• Berg, G. van den [red.] (2009). Handboek vakdidactiek. Amsterdam: Centrum voor educatieve Geografie (www.vakdidactiekaardrijkskunde.nl).
• Dam, G. ten and Volman, M. (2004). Critical thinking as a citizenship competence: teaching strategies. In: Learning and Instruction 14 (2004) 359–379.
• Duke, B., Harper, G. and Johnston, M. (n.d.). Connectivism as a Learning Theory for the Digital Age. Derived at October 22, 2014, at www.hetl.org/wp-content/uploads/gravity_forms/2-298b245759ca2b0fab82a867d719cbae/2013/01/Connectivism-hand-out.pdf.
• European Union (2012). Effects and impact of entrepreneurship programmes in higher education. Brussels: Entrepreneurship Unit, Directorate-General for Enterprise and Industry, European Commission.
• Geisen, G. (2014). Autopoiesis. Perspectives on sustainable, meaningful education. Utrecht: Netherlands Enterprise Agency.
• Hoobroeckx, F. & Haak, E. (2002). Onderwijskundig ontwerpen. Houten: Bohn Stafleu van Loghum.
• Hoogeveen, P. & Winkels, J. (2008). Het didactische werkvormenboek. Assen: Koninklijke Van Gorcum.

Suggestions for teaching strategies

For the stage of presenting the results, it’s important to invite the contractor(s) to be present. Be clear to learners what they are expected to do during the presentation: What do they need to present? How should they do the presentation? When are they expected to do the presentation? How much time do they get? Who is going to be present and what is expected from the audience?

Recontextualisation du problème

L'apprenant reconnaît les opportunités et conçoit des solutions de manière responsable et créative.

Suggestions for teaching strategies

Core idea of the circular economy is, that products are made to be made (or used) again. It’s not a coincidence that re-usage of product happens, you know how re-usage will happen, before you make the product. The figure might be a good help to pre-structure possible solutions for learners. Will the solution be found within the biological or within the technical cycle or within the combination of these two? And within which subcycle(s) should the solution be organised? Of course, it’s a possibility not to pre-structure this step for learners, but it’s doubtful if they will be able to come up with as many alternatives as the figure shows. It is very useful to relate the choice for a solution to the analysis (step 4) and relevant opinions (step 5). If learners did the analysis with a linear schema, like the problem-tree, it could be challenging to ask them to change the linear problem-tree into a causal loop. While doing that, they change the linear system to a circular system. The risk is, that this approach is too complicated to do, too technical in terms of systems thinking, and that learners will lose focus on the main idea of this step: choosing the best solution. One teaching strategy, is to organise a brainstorm. That can be done in small groups and with the whole class afterwards. Always ask learners to relate their ideas to the analysis and relevant opinions. Evaluate the brainstorm, using the words effectiveness and realisable: which solution seems to be most effective and realisable? NB: Effective is something else than efficient. Efficient can be considered as the cheapest, easiest solution. Effective means, that it tackles the main causes of the problem. Within a brainstorm, different teaching strategies can be used:

• Ranking: ask learners to rank solutions from ‘effective and realisable’ to ‘ineffective and not-realisable’.
• Choosing (or/or-choise): ask learners to choose different kinds of solutions – A or B, A or C, A or D, B or C, B or D, C or D?
• Opinion line: ask learners to form a line, to put themselves in a position pro or contra a solution.

Background info

ESD means the creation of space for social and transformative learning Wals (2006). Social learning can be considered as ‘a learning system in which people learn from each other and collectively become more capable of dealing with setbacks, stress, insecurity, complexity and risks’. Transformative social learning includes space for alternative paths of development, new ways of thinking, pluralism, consensus and respectful disagreement, autonomous thinking, self-determination and contextual differences.

Inclusivité

L'apprenant prend en compte les autres pour leur bénéfice et le sien.

Efficacité des ressources

L'éducation à l'économie circulaire met l'accent sur l'utilisation efficace des ressources et la réduction des déchets ;Les étudiants de l'EFP peuvent apprendre des méthodes innovantes pour réduire la consommation de matériaux, les recycler et les réutiliser, contribuant ainsi à la conservation des ressources et à l'atténuation des incidences sur l'environnement.

Concrete Experience

Reflective Observation

Active Experimentation

Abstract Conceptualisation

Collaboration et réseautage

L'éducation à l'économie circulaire implique souvent une collaboration avec les entreprises, les industries et les organisations de développement durable.S'engager dans de tels partenariats permet aux établissements d'EFP d'élargir leur réseau, de partager leurs connaissances et de créer des opportunités intéressantes pour leurs étudiants.

Perspectives

L'apprenant est capable de remettre en question des concepts courants.