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dc.contributor.authorGrönlund, Erik
dc.contributor.authorBarthelson, Mats
dc.contributor.authorEnglund, Andreas
dc.contributor.authorCarlman, Inga
dc.contributor.authorFröling, Morgan
dc.contributor.authorJonsson, Anders
dc.contributor.authorvan den Brink, Paul
dc.date.accessioned2019-10-22T11:03:51Z
dc.date.available2019-10-22T11:03:51Z
dc.date.created2016-09-05 23:11
dc.date.issued2014
dc.identifieroai:DiVA.org:miun-22363
dc.identifierhttp://urn.kb.se/resolve?urn=urn:nbn:se:miun:diva-22363
dc.identifierurn:isbn:978-82-91917-34-4
dc.identifier.urihttp://hdl.handle.net/20.500.12424/699732
dc.description.abstractAn important part of a society’s resilience is how prepared it is to cope with the changing conditions during the alpha and omega phases according to resilience theory. Lars Thofelt, an academic from the mid Sweden region, early recognized this need for students to develop skills needed for a societal change, and devoted his life to pedagogy suitable for this. The main outcome of his achievement was the interdisciplinary university program in Ecotechnics/Ecotechnology (Ekoteknik in Swedish), at Mid Sweden University. Ecology, economy and technology in cooperation for sustainable development were the original approach, and still are.Thofelt’s ideas had a main focus of helping students develop their inherent capabilities of solving problems and overcome obstacles. After Thofelt’s 12 years at the program his ideas were carried on by former colleagues and students, and the teaching further developed with a mix of the Thofelt tradition and other experiences brought in by new employees. This paper describes this interdisciplinary teaching approach with special focus on development of resilience capacity in students.It was concluded that 1) a key element to develop resilience skills in students is to push them to a self-propelled learning behavior rather than traditional teaching, 2) not too easily provide the students with answers will develop their problem solving skills, 3) doing-before-reading teaching is more time consuming but seem to give deeper knowledge, 4) interdisciplinary teaching will in the long run benefit from having the interdisciplinary team within the department, rather than as a conglomerate of several departments.
dc.format.mediumapplication/pdf
dc.language.isoeng
dc.publisherMittuniversitetet, Avdelningen för ekoteknik och hållbart byggande
dc.publisherMittuniversitetet, Avdelningen för ekoteknik och hållbart byggande
dc.publisherMittuniversitetet, Avdelningen för ekoteknik och hållbart byggande
dc.publisherMittuniversitetet, Avdelningen för ekoteknik och hållbart byggande
dc.publisherMittuniversitetet, Avdelningen för ekoteknik och hållbart byggande
dc.publisherMittuniversitetet, Avdelningen för ekoteknik och hållbart byggande
dc.publisherMittuniversitetet, Avdelningen för ekoteknik och hållbart byggande
dc.publisherTrondheim : Norwegian University of Science and Technology, Department of Product Design
dc.relation.ispartofProceedings of the 20th International Sustainable Development Research Conference Trondheim 18-20 June 2014 : Resilience – the new research frontier, p. 17-21
dc.rightsinfo:eu-repo/semantics/openAccess
dc.subjectResilience
dc.subjectsocial change
dc.subjectproblem solving
dc.subjectself-propelled
dc.titleEkoteknik (Ecotechnics / Ecotehcnology) – 30 Years of Experience in Interdiciplinery Education
dc.typeConference paper
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ge.identifier.legacyglobethics:10234534
ge.identifier.permalinkhttps://www.globethics.net/gtl/10234534
ge.lastmodificationdate2016-09-05 23:11
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ge.oai.repositoryid93
ge.oai.setnameConference paper
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ge.linkhttp://urn.kb.se/resolve?urn=urn:nbn:se:miun:diva-22363


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