The Wiley Handbook of Sustainability in Higher Education Learning and Teaching. Группа авторов

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4 Transforming Ourselves to Transform Societies: Cultivating Virtue in Higher Education for Sustainability

       Amparo Merino and Estela Díaz

4.1 Introduction

      Over the last decades, it has become apparent that prevalent sociotechnical systems pose increasing challenges to social justice and to natural systems that sustain our lives (Kothari et al. 2014; Steffen et al. 2015). Systems such as those of water, energy, food, and mobility are dynamic social structures because they are constantly reproduced, shaping actors' perceptions of problems and guiding their agency (Augenstein and Palzkill 2016). Yet, actors (and their agency) are embedded in interdependent networks, in mutual dependencies, and in collective imaginaries that contribute to the stability of those systems, even though they are not coherent with sustainability principles (Geels 2004; Kallis and Norgaard 2010). Systemic transitions toward sustainable societies imply the coevolution of ecosystems, institutions, and technologies, as well as of the ideation or СКАЧАТЬ