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University engagement and environmental sustainability$
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Patricia Inman and Diana L. Robinson

Print publication date: 2014

Print ISBN-13: 9780719091629

Published to Manchester Scholarship Online: January 2015

DOI: 10.7228/manchester/9780719091629.001.0001

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Unbounded organization and the unbounded university curriculum

Unbounded organization and the unbounded university curriculum

Chapter:
(p.21) 2 Unbounded organization and the unbounded university curriculum
Source:
University engagement and environmental sustainability
Author(s):

Howard Richards

Publisher:
Manchester University Press
DOI:10.7228/manchester/9780719091629.003.0003

This chapter makes the point that the concept of “ecology” extends itself well beyond a study of projects of conservation. The study of environmental sustainability requires us to come to terms with the more complex and ethically sound and ecologically constituted ways of thinking that characterize many indigenous and non-western ways of thinking. Major changes in the relationships of humans to the earth require universities to play significant roles in this transformation of thought. The author makes the controversial point that universities must rethink what they do. Indigenous Knowledge systems (IKS) in the curriculum of higher education posit philosophical, ethical, moral and metaphysical challenges to all areas of current academic systems of thought as well as the practices that result. This chapter recounts the history of how universities have arrived at such ungrounded practice.

Keywords:   indigenous knowledge, transformation, higher education, ecology

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