Keywords
education
socioformation
complexity
How to Cite
Abstract
The current text fulfills the function of presenting the first issue of the Ecocience. International Journal. The Introduction addresses the need to address the issue of education as an essential ingredient for thinking about sustainable social development in the face of the contemporary ecological crisis. In the Development, the order and a synthesis on the content of each one of the seven articles that make up the present Dossier are exposed; and the four articles that are part of the General Section of this first issue. In the end, the importance of this issue is addressed to think about sustainable social development from a Latin American and critical perspective.
References
Aznar, P., Calero, M., Martínez-Agut, M., Mayoral, O., Ull, À., Vázquez-Verdera, V., & Vilches, A. (2018). Training Secondary Education Teachers through the Prism of Sustainability: The Case of the Universitat de València. Sustainability, 10(11), 4170. Doi: http://dx.doi.org/10.3390/ su10114170
Bracco, S., Delfino, F., Laiolo, P., & Morini, A. (2018). Planning & Open-Air Demonstrating Smart City Sustainable Districts. Sustainability, 10(12), 4636. Doi: http://dx.doi.org/10.3390/ su10124636
Büssing, A., Schleper, M., & Menzel, S. (2018). Do Pre-service Teachers Dance with Wolves? Subject-Specific Teacher Professional Development in A Recent Biodiversity Conservation Issue. Sustainability, 11(1), 47. Doi http://dx.doi.org/10.3390/su11010047
Cockburn, J., Palmer, C., Biggs, H., & Rosenberg, E. (2018). Navigating Multiple Tensions for Engaged Praxis in a Complex Social-Ecological System. Land, 7(4), 129. Doi: http://dx.doi. org/10.3390/land7040129
Colantonio, A. (2009). Social sustainability: a review and critique of traditional versus emerging themes and assessment methods, in Horner, M., Price, A., Bebbington, J. and Emmanuel, R., (eds.) SUE-Mot Conference 2009: Second International Conference on Whole Life Urban Sustainability and its Assessment: conference proceedings. Loughborough: Loughborough University, 2009, pp. 865-885.
Cuthill, Mi. (2010). Strengthening the ‘social’ in sustainable development: Developing a conceptual framework for social sustainability in a rapid urban growth region in Australia. Sustainable Development, 18(6), 362-373. Doi: https://doi.org/10.1002/sd.397
Fedosejeva, J., Bocê A., Romanova, M., Illisko, D. & Ivanova, O. (2018). Education for Sustainable Development: The Choice of Pedagogical Approaches and Methods for the Implementation of Pedagogical Task in the Anthropocene Age. Journal of Teacher Education for Sustainability, 20(1), 157-179. Doi: https://doi.org/10.2478/jtes-2018-0010
Fuertes-Camacho, M., Graell-Martín, M., Fuentes-Loss, M., & Balaguer-Fàbregas, M. (2019). Integrating Sustainability into Higher Education Curricula through the Project Method, a Global Learning Strategy. Sustainability, 11(3), 767. Doi: http://dx.doi.org/10.3390/su11030767
Kadir, S. & Jamaludin, M. (2018). Sustainable Life and Social Development through Universally Designed Environment. Asian Journal of Environment-Behaviour Studies, 3(9), 183-192. https://aje-bs.e-iph.co.uk/index.php/ajE-Bs/article/view/49
Kahle, J., Risch, K., Wanke, A., & Lang, D. (2018). Strategic Networking for Sustainability: Lessons Learned from Two Case Studies in Higher Education. Sustainability, 10(12), 4646. Doi: http://dx.doi.org/10.3390/su10124646
Kharrazi, A.; Kudo, S. & Allasiw, D. (2018). Addressing Misconceptions to the Concept of Resilience in Environmental Education. Sustainability, 10(12), 4682. Doi: https://doi. org/10.3390/su10124682
Luna-Nemecio, J. (2019). Megaproyectos, acumulación del capital y la sosteniblidad: reconfiguración capitalista del territorio y devastación ambiental. Espacios. Revista de Geografía, 8(16), 1-9. http://revistas.academia.cl/index.php/esp/issue/view/135
Martínez-Borreguero, G., Maestre-Jiménez, J., Mateos-Núñez, M., & Naranjo-Correa, F. L. (2019). Knowledge Analysis of the Prospective Secondary School Teacher on a Key Concept in Sustainability: Waste. Sustainability, 11(4), 1173. Doi: http://dx.doi.org/10.3390/su11041173
Mion, G., Broglia, A., & Bonfanti, A. (2019). Do Codes of Ethics Reveal a University’s Commitment to Sustainable Development? Evidence from Italy. Sustainability, 11(4), 1134. Doi: http:// dx.doi.org/10.3390/su11041134
Mochizuki, J., & Naqvi, A. (2019). Reflecting Disaster Risk in Development Indicators. Sustainability, 11(4), 996. Doi: http://dx.doi.org/10.3390/su11040996
Rath, B., Das, B. & Panigrahi, J. (2018). Sustainability Impact Assessment of Developmental Programmes Undertaken by Mining Industries as part of the Corporate Social Responsibility for Value Creation. International Journal of Mechanical and Producition Engineering Research and Development, 8 (3), 23-30. www.tjprc.org
Saraiva, T., Almeida, M., Bragança, L., & Barbosa, M. (2019). The Inclusion of a Sustainability Awareness Indicator in Assessment Tools for High School Buildings. Sustainability, 11(2), 387. Doi: http://dx.doi.org/10.3390/su11020387
Spangenber, J. (2004). Reconciling sustainability and growth: criteria, indicators, policies. Sustainable Development, 12(2), 74-86. Doi: https://doi.org/10.1002/sd.229
Sonetti, G.; Brown, M. & Naboni, E. (2019). About the Triggering of UN Sustainable Development Goals and Regenerative Sustainability in Higher Education. Sustainability, 11(1), 254. Doi: https://doi.org/10.3390/su11010254
Tobón, S. (2017). Essential axes of knowledge society and socioformation. Mount Dora (Estados Unidos): Kresearch. Doi: 10.24944/isbn. 978-1-945721-19. doi: https://cife.edu.mx/ recursos/2018/09/03/essential-axes-of-knowledge-society-and-socioformation/
Yun-Ciao, W. & Shang-Chia, C. (2018). An Analysis of the Sustainable Development of Environmental Education Provided by Museums. Sustainability, 10(11), 4054. Doi: https://doi. org/10.3390/su10114054