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Kolan, Matthew

Natural Resources

2010

PhD

This dissertation explored how we can better design learning environments that support a sustainable and desirable future. The fIrst phase of this research involved a multi-sited ethnographic inquiry of innovative and highly regarded programs, organizations, and visionary individuals that had similar aspirations (to foster a sustainable future through education) but were guided by different principles or strategies. Programs and informants were selected through a process of expert nomination. Programs met the following four broad criteria: 1) the program's design and approach are remarkable and exceptional; 2) the overall purpose and mission of the program are oriented toward sustainability, health, and well-being of the whole system; 3) the educational design is informed by whole systems thinking and/or ecological design; 4) the programs are qualitatively different from one another. Inductive analysis and descriptive vignettes of critical events were used to draw forth concepts, principles, processes, and practices from these unique programs, organizations, and leading thinkers and practitioners.
The second phase of this research examined the applicability and transferability of these fIndings by conducting two design charettes that used this research as a starting point to address authentic design challenges faced by each of two different educational organizations. The fInal phase of this research integrated key concepts of ecological design, whole systems thinking, and lessons learned from this ethnographic inquiry to develop an ecological framework for educational design. By identifying, describing, showcasing, and telling the stories of these approaches, I hoped to enrich and diversify our collective educational toolbox -ultimately improving the capacity for education to be a supportive force in the shift toward a sustainable future.