Stefan T. Siegel
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Siegel
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Stefan T.
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  • Publication
    Discussing Good Ideas, Bad Ideas, and the Things in Between about Sustainability Education with International Experts – Launching the Sustainability Education Podcast
    ( 2024-06-01)
    Stefan T. Siegel orcid-logo
    In sustainability education, ideas and assumptions exist that sound plausible, but that are at least questionable or even dangerous at a closer look (Siegel, 2024). In this podcast, I want to discuss myths and facts about sustainability education, and the things in between. For this purpose, I invite world-leading experts on environmental and sustainability education, educational psychology and myth and misinformation research.
    Type: digital resource
    Journal: Evidence-informed Sustainability Education (EvSusEd) - Beyond Ideology - From Insight to Impact
    URL: https://evsused.hypotheses.org/1138
    URI: https://www.alexandria.unisg.ch/handle/20.500.14171/120240
  • Publication
    On (Dis)Agreeing Well in Mythbusting
    ( 2024-06-21)
    Stefan T. Siegel orcid-logo
    The line between myth and fact can often be challenging to discern. This ambiguity regularly fuels heated discussion in educational and popular discourses about concepts like direct instruction, power-posing, and emotional intelligence (Siegel, 2024b). To foster critically constructive interactions marked by appreciation, empathy, and authenticity (Rogers, 1957), it is valuable to understand and be able to use different forms of (dis)agreeing with others—and sometimes even with oneself. Although it is goal and context dependent what well means, professional mythbusters should strive to use forms of (dis)agreeing that add value to a discussion.
    Type: digital resource
    Journal: Evidence-informed Sustainability Education (EvSusEd)
    URL: https://evsused.hypotheses.org/1257
    URI: https://www.alexandria.unisg.ch/handle/20.500.14171/120400
  • Publication
    Episode 2 - Gale Sinatra
    ( 2024-06)
    Stefan T. Siegel orcid-logo
    ;
    Gale Sinatra
    In this episode of the Sustainability Education Podcast, Gale Sinatra shares her insights on combating misinformation and myths in education, particularly regarding sustainability. She clarifies the differences between misinformation, disinformation, misconceptions, and myths, highlighting the importance of understanding these terms to address the spread of false information effectively. She discusses the psychological aspects of science denial and emphasizes the significance of (healthy) skepticism. She addresses common myths about sustainability and education, pointing out that sustainability is broader than just ecological concerns and involves human interaction with nature. Dr. Sinatra criticizes the notion of doomerism and the false dichotomy between individual actions versus systemic change in combating climate change, advocating for a balanced view that recognizes the value of both. She also tackles educational myths, such as learning styles, and the importance of debunking these misconceptions through effective strategies like refutation texts and fostering an environment of intentional conceptual change. Furthermore, Dr. Sinatra highlights the societal and institutional forces that perpetuate myths and underscores the role of trust and critical engagement in overcoming misinformation. The discussion culminates in the exploration of the future of education and myth research, particularly the challenge of confronting misinformation, and offers resources for further reading on the subject.
    Type: digital resource
    Journal: Sustainability Education Podcast
    URL: https://sustainabilityeducation.captivate.fm/episode/episode-2-gale-sinatra
    URI: https://www.alexandria.unisg.ch/handle/20.500.14171/120378
  • Publication
    Episode 3 - Kerry Shephard
    ( 2024-06)
    Stefan T. Siegel orcid-logo
    ;
    Kerry Shephard
    In this episode of the Sustainability Education Podcast, Professor Kerry Shephard from the University of Otago discusses the complexities and nuances of sustainability education. With a rich background in biology and now deeply embedded in higher education research, Professor Shephard shares insights on the challenges of education for sustainability in higher education. He opens the interview by differentiating between education about sustainability and education for sustainability. He emphasizes the misconceptions and interdisciplinary conflicts that often arise when concepts of sustainability are taught across various academic fields. Furthermore, he argues that sustainability education is frequently misunderstood due to disciplinary and cultural differences, highlighting the specific example of the term “competence” which is variably interpreted across languages and national contexts. A significant point Shephard makes is about the ineffectiveness of trying to change behavior through knowledge alone. He critiques the assumption that imparting knowledge will lead to behavioral change, advocating instead for a measurable approach to education that focuses on clear outcomes and the ability to track changes. Throughout the interview, Shephard is critical of the traditional ways universities approach sustainability, suggesting that many current efforts are repackaged ideas that do not fundamentally alter teaching or learning processes. He stresses the importance of measuring educational outcomes to genuinely improve and innovate sustainability education. Shephard also touches on the concept of intellectual independence as a core aim of higher education, suggesting that fostering critical thinking and questioning is more valuable than merely transmitting knowledge. He calls for a deeper evaluation of how universities are impacting students and society, particularly through their sustainability education efforts. In conclusion, Professor Shephard advocates for a more critical and evidence-based approach to sustainability education, one that challenges existing pedagogies and promotes a transformative educational experience that is truly capable of fostering sustainable development.
    Type: digital resource
    Journal: Sustainability Education Podcast
    URL: https://sustainabilityeducation.captivate.fm/episode/episode-3-kerry-shephard
    URI: https://www.alexandria.unisg.ch/handle/20.500.14171/120436
  • Publication
    Open Educational Resources (OER): Make your own teaching more sustainable, open, and efficient with open-licensed teaching and learning materials
    ( 2022)
    Stefan T. Siegel orcid-logo
    ;
    Eliane Troxler
    You are currently planning your courses for the upcoming semester. You are looking for suitable images, videos, and other materials on the internet that you would like to use for your slides, on Studynet (Canvas), and possibly for a presentation at an international conference. Some of the materials are copyrighted others are marked with abbreviations like CC0, CC BY 4.0, or CC BY-NC-ND 3.0. Which of these materials can you use for what purpose? What benefits do Open Educational Resources (OER) offer?
    Type: digital resource
    Journal: Blog of the Teaching Innovation Lab (TIL) of the University of St.Gallen
    URL: https://til.unisg.ch/die-eigene-lehre-nachhaltiger-offener-und-effizienter-gestalten-mit-offen-lizenzierten-lehr-lernmaterialien/
    URI: https://www.alexandria.unisg.ch/handle/20.500.14171/117752
  • Publication
    Rediscovering education’s relative autonomy: Tackling the problem of educational theory
    ( 2022)
    Stefan T. Siegel orcid-logo
    ;
    Eva Matthes
    ;
    Gert Biesta
    The blog post discusses the evolution and state of Erziehungswissenschaft/Pädagogik, the study of education as a scientific discipline in German-speaking countries. It highlights concerns regarding the discipline's shifting identity among others due to empirical educational research, which potentially threatens its autonomy. The post identifies a problem with the lack of development of distinctive educational theories within Pädagogik, with practitioners often uncritically borrowing theories from adjacent fields. The authors propose a reemphasis on the principle of relative autonomy of education to preserve its identity as a self-governing discipline. They suggest strengthening this autonomy by posing more educational questions, developing unique educational theories, and engaging in better boundary-work. They call for an active academic community to tackle the "problem of educational theory" and advocate for the autonomy of educational studies.
    Type: digital resource
    Journal: Blog of the British Educational Research Association
    URL: https://www.bera.ac.uk/blog/rediscovering-educations-relative-autonomy-tackling-the-problem-of-educational-theory
    URI: https://www.alexandria.unisg.ch/handle/20.500.14171/117753