“The slow professor — Challenging the Culture of Speed in the Academy” by Berg & Seeber (2016)

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I have been recommended the book “The slow professor” from many different directions. It brings the “slow movement” (of slow food, slow travel, etc) into academia. And since I am a big fan of slow travel (as evidenced by for example my series of blog posts on the two day trips each way it takes me to get to my second job in Bergen…), I gave it a shot. Summary of what was most relevant to me below:

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Wamsler et al. (2021)’s literature review on “Linking internal and external transformation for sustainability and climate action”, and “Inner Development Goals”

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Especially when it comes to teaching about climate change or sustainability more generally, it seems unavoidable to really consider mental states. While the dominant discourse around climate change has been about external, biophysical factors for a long time, and climate change was thus seen as a challenge that can be solved by technology and policy changes and does not require any other real changes from us, this view is currently changing towards one that considers internal “mental states”. The climate crisis is then a human relationship problem that cannot be separated from other crises like hunger, poverty, or the covid-19 pandemic, and that is inadvertently caused by internal issues like racism, injustice, consumerism. So fixing the climate crisis requires changes in the way we all think about the world and live our lives: We need to reconsider our values, beliefs and worldviews in order to change the way we act.

Wamsler et al. (2021) review the literature to develop an integrated model of change that explains the interaction of internal and external changes for sustainability.

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“Integrating learning and work: Problems and prospects”: Currently reading Ellström (2001)

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Yesterday, I had a really inspiring chat with a colleague and they mentioned a model by Ellström (2001) that really helps think about how much freedom vs guidance we want to give students. That’s something that we obviously need to consider all the time, especially if we are working towards co-creation: For what tasks or responsibility will more freedom contribute to more learning, towards the intended learning outcomes or other goals, and when we weigh that with the additional amount of time, resources, effort required from the students, is it worth the trade-off? Unfortunately, and not surprisingly, this model doesn’t provide answers to those questions, but it’s still useful when thinking about how authentic learning experiences should be.

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Currently reading: Relationship-rich education (Felten & Lambert, 2020)

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I read the book “Relationship-rich education. How human connections drive success in college” by Felten & Lambert (2020) almost a year ago and found it super inspiring, but also very hard to summarize. You should check it out yourself, of course, but here are my key take-aways.

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Emotionally-responsive teaching

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When I was recently thinking about emotions and teaching about sustainability, I came across the term “emotionally-responsive teaching” that really spoke to me, even though I did not really know what it was. Trying to read more about it it turns out that maybe it isn’t as clear a concept as I had hoped, or maybe not capturing exactly what I was hoping for, either. But here are some thoughts, and a connection to teaching about sustainability.

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More “head, hands, and heart” in sustainability education, this time by Öhman & Sund (2021)

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Talking about sustainability teaching, one model that seems to resonate with many teachers I speak with is the “Head, hands, heart” model by Sipos et al. (2008). I came across basically the same thing now in an article by Öhman & Sund (2021) as a model for sustainability commitment.

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Thinking about emotions and teaching about sustainability

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In communicating about climate change specifically, and other sustainability challenges, there is often the debate around how to kickstart people into action. Paint the doom-and-gloom (i.e. realistic) picture so people will act out of fear (and I just recently wrote about how anger can be a constructive emotion leading to action), or draw more positive pictures so they feel hopeful and that they can make a difference, and therefore don’t get paralyzed?

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Breathing practice: Where freediving and academic development collide

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I recently wrote a lot about the emotions that we experience when really thinking about sustainability and the challenges that we face when we take it seriously (e.g. here), and of course experiencing negative emotions like feeling anxious or hopeless or angry is not only happening to our students, but also to us. I attended a seminar on “the sustainable teacher” yesterday and one suggestion that came out of that in order to help us work towards “inner sustainability”, was to include mindfulness meditation practices in our own and our students’ lives. And this reminded me of an article I recently read on breathing practice (which I find interesting from a completely different perspective, being a hobby freediver) in comparison to mindfulness meditation, where it turns out that breathing practice can be as effective or better than mindfulness meditation. So what if we included breathing practices in our teaching?

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