SUSTAINABLE DEVELOPMENT PRINCIPLES IN THE TEXTILE WORKS TO ACQUIRE KNOWLEDGE IN HOUSEKEEPING AND TECHNOLOGY LESSONS
DOI:
https://doi.org/10.17770/ercs2016.2184Keywords:
housekeeping and technology, ecological principle of sustainable development, sustainability, sustainable developmentAbstract
Topic in today's education task - to teach the public to think and act sustainable. Schools are organized with the objective that the pupils develop their personality as an independent, functionally autonomous and creative person on their own responsibility. Sustainable-minded personality is a personality that is aesthetically, morally and intellectually developed. The personal itself is able to create new values to change the society and the surrounding environment.
The aim of the paper: to analyse the principles of sustainable development and to realise practical research using the ecological principles of sustainable development in the textile technologies. The object of research - learning process in Housekeeping and technology lessons. The research provides information about sustainable development and its principles. In the second part of research has been studied the possible use on the different textile technologies. The article presents the model of using ecological principles in the textile technologies in the Housekeeping and technology lessons. Practical research has been conducted at Rezekne Academy of Technologies, in the professional bachelor study program „Teacher”, study module: Housekeeping / household and basics of business economics teacher”. The material was approbated in the course „Textile techniques synthesis” during the period from March 2016 to June 2016.
References
Bell, D.V.J. (2016). Twenty-first Century Education: Transformative Education for Sustainability and Responsible Citizenship, Journal of Teacher Education for Sustainability, 18, 48-56.
Belousa, I., Grabovska, R. (2010). Ilgtspējīga attīstība: praktiskā pieredze izglītībā. Daugavpils: Asociācija izglītībai ilgtspējīgai attīstībai.
Charter, M., Clark, T. (2007). Sustainable Innovation. The Centre for Sustainable Design University College for the Creative Arts. Pieejams: http://cfsd.org.uk/
Hegarty, K. (2008). Shaping the self to sustain the other: Mapping impacts of academic identity in education for sustainability. Environmental Education Research, 14, 681-692.
Jahnke, M., Nutzinger, H.G. (2003). Sustainability - a theoretical idea or a practical Recipe. Poesis Prax, 1(304), 275-294.
Jutvika, G., Liepiņa, I. (2008). Izglītība pārmaiņām: ilgtspējīgas attīstības mācīšanas un mācīšanās rokasgrāmata. Rīga: Gandrs.
Kļaviņa, M., Zaļoksnis, J. (2011). Vide un ilgtspējīga attīstība. Rīga: LU Akadēmiskais apgāds.
Latvijas ilgtspējīgas attīstības stratēģija līdz 2030. gadam (2010). Pieejams: http://www.pkc.gov.lv/nap2020/latvija2030
Martinsone, B. (2016). Social Emotional Learning: Implementation of Sustainability-Oriented Program in Latvia. Journal of Teacher Education for Sustainability, 18, 57-68.
Meadows, D., Randers, J., Meadows, D. (2002). Limits to Growth: The 30-Year Update. London: Earthscan.
Römpczyk, E. (2007). Gribam ilgtspējīgu attīstību. Rīga: reklāmas un komunikāciju aģentūra Due.
Salite, I., (2002). Teachers’ Views on the Aim of Education For Sustainable Development. Journal of Teacher Education and Training, 1, 68-80.
Salīte, I., Mičule, I., Kravale M., (2007). Toward the sustainability in teacher education: promise of action reserch. Education and Sustainable Development: First Steps Toward Changes, 2, 269-273.
Wensing, E.J., Torre, C.A. (2009). The ecology of education: knowledge systems for sustainable development and sustainability. Journal of Teacher Education for Sustainability, 11, 3-17.
