**8. Theoretical underpinnings**

The Green Pedagogy approach is based on several theoretical foundations that have been extensively described in the literature in German and summarized in English [1]. These include:

Kolb's experiential learning in which learning is 'a continuous process in which experiences are collected in concrete or abstract form and are then used in experimental or reflective ways' [11]. In Green Pedagogy this is manifest through the way in which students learn through the deconstruction, reconstruction, and reflection of a specific problem (Steps 1-6).

Green Pedagogy also reflects Situated Learning [22] by proposing that learning is bounded by the circumstances and settings in which it happens, including the existing mental frameworks that learners bring to the room. This is manifest in Green Pedagogy by the insistence on starting with a meaningful problem and probing what learners already believe about the problem before going on to discover new solutions (Steps 1-6).

The theory of concept change [12] aims to counteract incorrect beliefs by first examining what learners already know about the considered problem or topic before challenging these beliefs with new perspectives (Steps 1-4).

Constructivism [9]: Green Pedagogy reflects constructivism in its step-by-step process that takes a learner from a known topic to a new understanding of the topic through collaboration, discussion, analysis and reflection (Steps 1-6).

Reflective thinking [23]: The whole process of Green Pedagogy embodies Dewey's reflective thinking which he describes as follows: 'Reflective thinking, in distinction of other operations to which we apply the name of thought, involves first a state of doubt/hesitation/perplexity/mental difficulty in which thinking originates. Secondly an act of searching/hunting/inquiry to find material that will resolve the doubt, settle and dispose of perplexity'.

Expansive learning [24] describes an approach to learning that aims to improve the lives of the learner and society at the same time. The approach uses a prescribed cycle of inquiry by highlighting the contradictions of the current situation (a specific type of problem-solving activity) and empowering the learner to find realistic solutions.

**Figure 2** is bounded by reference to preferred learning approaches on the one side and constraints and requirements of applicable policies and curricula on the other. This means that Green Pedagogy can be applied in widely different educational settings. Green Pedagogy does not rule out using other proven effective sustainability approaches. It is compatible with UNESCO recommended approaches to sustainability [25] such as storytelling, project-based learning, and values education. The novel feature of Green Pedagogy is that it provides a format for planning learning activities that puts the dual competencies of sustainability and subject specific skills at its center, the whole based on learner values that are made explicit during the process.

We have described how Green Pedagogy can be applied in one specific home economics lesson, but it can be applied equally successfully to a wide range of other school and vocational training areas. The following list contains exemplars from different vocational and academic fields where it would be advantageous to employ the Green Pedagogy approach.


**225**

*Green Pedagogy: Using Confrontation and Provocation to Promote Sustainability Skills*

lease of bed linen and staff uniforms, reduction of food waste

3.Physics: exploring the implications of using renewable energy as well as the

4.Hotel management: considerations when making decisions about purchase or

5.History: analyzing and learning from mistakes in the course of catastrophic

6.Consultancy exercise: devising a new marketing strategy for a hospitality

A summary of areas of current research into the application of Green Pedagogy in the classroom reveals some of the issues with which teachers may need to deal, when adopting it as a new practice. The identification of strengths and drawbacks of the concept of Green Pedagogy is a matter of ongoing research, for which lesson plans of experienced teachers are the material of continuing qualitative analysis to

First results show difficulties in transfer to daily practice. Often, open learning processes without obvious clear solutions tend to be rejected by teachers and the processing of the resultant emotions is rather limited, even though bafflement and provocation are applied. Sometimes it proved to be hard to uncover multi-perspective

These results led to the development of follow-up courses to cover the demand for further training of teaching staff to meet the future challenges of sustainable

Another current research project deals with the strengthening of personal and social competencies in Green Pedagogy learning processes. It focuses on presenting concrete didactic measures to foster the development of personal and social competencies of learners. Therefore, the application of Green Pedagogy represents an active field of inquiry where not all best practices are yet finalized. This may present an additional challenge when attempting to translate the approach from its native

The ProfESus Erasmus+ project developed an 8 ECVET/ECTS teacher training course aimed at home economics teachers and hospitality trainers to help them prompt sustainable mindsets in their students. The course attracted 35 participants not just from Europe but also from Pakistan, Egypt, Kenya and Tanzania. The 15-week blended learning course started with a face-to-face week in Vienna for Module 1 followed by two online modules in which participants explored different aspects of the pedagogy such as systemic and strategic thinking, collaboration, and values education in Module 2. There followed planning and execution of a lesson or series of lessons in Module 3 in their home setting and finally they met up again to exchange feedback on their experiences and make plans for their future practice in the classroom in the final fourth module which took place face to face in Finland. Course participants were introduced to Green Pedagogy in Module 1 in Vienna, revisited it as a pedagogical approach in Module 2 and were required to implement

*DOI: http://dx.doi.org/10.5772/intechopen.96432*

events such as the Irish potato famine

**9. Implementation of Green Pedagogy**

advance the concept itself further.

points of view.

teaching practice.

business such as a holiday activity center.

German into English for an international audience.

**10. Translation: the ProfESus case**

mechanics of efficiency

*Green Pedagogy: Using Confrontation and Provocation to Promote Sustainability Skills DOI: http://dx.doi.org/10.5772/intechopen.96432*


#### **9. Implementation of Green Pedagogy**

*Teacher Education in the 21st Century - Emerging Skills for a Changing World*

The Green Pedagogy approach is based on several theoretical foundations that have been extensively described in the literature in German and summarized in

Kolb's experiential learning in which learning is 'a continuous process in which experiences are collected in concrete or abstract form and are then used in experimental or reflective ways' [11]. In Green Pedagogy this is manifest through the way in which students learn through the deconstruction, reconstruction, and reflection

Green Pedagogy also reflects Situated Learning [22] by proposing that learning is bounded by the circumstances and settings in which it happens, including the existing mental frameworks that learners bring to the room. This is manifest in Green Pedagogy by the insistence on starting with a meaningful problem and probing what learners already believe about the problem before going on to discover new

The theory of concept change [12] aims to counteract incorrect beliefs by first examining what learners already know about the considered problem or topic

Constructivism [9]: Green Pedagogy reflects constructivism in its step-by-step process that takes a learner from a known topic to a new understanding of the topic

Expansive learning [24] describes an approach to learning that aims to improve

**Figure 2** is bounded by reference to preferred learning approaches on the one side and constraints and requirements of applicable policies and curricula on the other. This means that Green Pedagogy can be applied in widely different educational settings. Green Pedagogy does not rule out using other proven effective sustainability approaches. It is compatible with UNESCO recommended approaches to sustainability [25] such as storytelling, project-based learning, and values education. The novel feature of Green Pedagogy is that it provides a format for planning learning activities that puts the dual competencies of sustainability and subject specific skills at its center, the whole based on learner values that are made explicit

We have described how Green Pedagogy can be applied in one specific home economics lesson, but it can be applied equally successfully to a wide range of other school and vocational training areas. The following list contains exemplars from different vocational and academic fields where it would be advantageous to employ

1.Agricultural practice: learning best practices for the control of weeds and pests

2.Geography: exploring the results and implications of different urban planning

Reflective thinking [23]: The whole process of Green Pedagogy embodies Dewey's reflective thinking which he describes as follows: 'Reflective thinking, in distinction of other operations to which we apply the name of thought, involves first a state of doubt/hesitation/perplexity/mental difficulty in which thinking originates. Secondly an act of searching/hunting/inquiry to find material that will

the lives of the learner and society at the same time. The approach uses a prescribed cycle of inquiry by highlighting the contradictions of the current situation (a specific type of problem-solving activity) and empowering the learner to find

before challenging these beliefs with new perspectives (Steps 1-4).

through collaboration, discussion, analysis and reflection (Steps 1-6).

resolve the doubt, settle and dispose of perplexity'.

**8. Theoretical underpinnings**

of a specific problem (Steps 1-6).

English [1]. These include:

solutions (Steps 1-6).

realistic solutions.

during the process.

policies

the Green Pedagogy approach.

**224**

A summary of areas of current research into the application of Green Pedagogy in the classroom reveals some of the issues with which teachers may need to deal, when adopting it as a new practice. The identification of strengths and drawbacks of the concept of Green Pedagogy is a matter of ongoing research, for which lesson plans of experienced teachers are the material of continuing qualitative analysis to advance the concept itself further.

First results show difficulties in transfer to daily practice. Often, open learning processes without obvious clear solutions tend to be rejected by teachers and the processing of the resultant emotions is rather limited, even though bafflement and provocation are applied. Sometimes it proved to be hard to uncover multi-perspective points of view.

These results led to the development of follow-up courses to cover the demand for further training of teaching staff to meet the future challenges of sustainable teaching practice.

Another current research project deals with the strengthening of personal and social competencies in Green Pedagogy learning processes. It focuses on presenting concrete didactic measures to foster the development of personal and social competencies of learners. Therefore, the application of Green Pedagogy represents an active field of inquiry where not all best practices are yet finalized. This may present an additional challenge when attempting to translate the approach from its native German into English for an international audience.

#### **10. Translation: the ProfESus case**

The ProfESus Erasmus+ project developed an 8 ECVET/ECTS teacher training course aimed at home economics teachers and hospitality trainers to help them prompt sustainable mindsets in their students. The course attracted 35 participants not just from Europe but also from Pakistan, Egypt, Kenya and Tanzania. The 15-week blended learning course started with a face-to-face week in Vienna for Module 1 followed by two online modules in which participants explored different aspects of the pedagogy such as systemic and strategic thinking, collaboration, and values education in Module 2. There followed planning and execution of a lesson or series of lessons in Module 3 in their home setting and finally they met up again to exchange feedback on their experiences and make plans for their future practice in the classroom in the final fourth module which took place face to face in Finland. Course participants were introduced to Green Pedagogy in Module 1 in Vienna, revisited it as a pedagogical approach in Module 2 and were required to implement

it in their project lesson(s) in Module 3 by using the specially developed learning activity plan template in which the elements of Green Pedagogy were embedded. At the meta-level, the project partners planned the blended learning course itself to follow the Green Pedagogy structure. In the next section, we will review some of the questions and misunderstandings that our participants experienced as they tried to understand the translated version of Green Pedagogy in English. Note that for almost all the participants, English was their second language, which could have created an even greater remove between the original German version and their final understanding of it.
