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Project-Based Learning For Sustainability And Altruism: Implementation Guides For Primary And Secondary Educators

Author

Listed:
  • Michael J. Haslip

    (Drexel University, School of Education, Department of Teaching, Learning & Curriculum, 3401 Market St, 3rd Floor, Philadelphia, PA 19104.)

  • Amanda M. Clark

    (Drexel University, School of Education, Department of Teaching, Learning & Curriculum, 3401 Market St, 3rd Floor, Philadelphia, PA 19104.)

  • Neisha Terry

    (Stony Brook University, 100 Nicolls Rd, Stony Brook, NY 11794, United States.)

Abstract

Teachers are increasingly searching for and creating curriculum materials and projects to teach children and youth about sustainability and how to contribute to human and ecological welfare; this paper provides primary and secondary education guides to implement project-based learning for sustainability, altruism, and human rights, offering steps for school administrators and teachers to involve young people in altruistic action in their community, emphasizing the development of a global moral identity and a life of service, suggesting project topics for K–12 education that align with the U.N. Sustainable Development Goals, the promotion of human rights and global citizenship, and numerous resources for lesson planning, professional development, project ideas, and more for educators; this pedagogical paper also suggests that education for sustainable development (ESD) should prioritize teaching children and youth about their core human purpose to live a life of service and presents “purpose mapping” as a related lesson planning framework to teach children about the core human purposes to love, to learn, and to serve.

Suggested Citation

  • Michael J. Haslip & Amanda M. Clark & Neisha Terry, 2024. "Project-Based Learning For Sustainability And Altruism: Implementation Guides For Primary And Secondary Educators," Education, Sustainability & Society (ESS), Zibeline International Publishing, vol. 7(2), pages 84-91, November.
    • Handle: RePEc:zib:zbness:v:7:y:2024:i:2:p:84-91
    DOI: 10.26480/ess.02.2024.84.91
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