Presentation on theme: "Learning for/about Behaviour Change Andrew Darnton at SE-Ed Policy Forum 29th January 2010."— Presentation transcript:
Learning for/about Behaviour Change Andrew Darnton at SE-Ed Policy Forum 29th January 2010
IMB Model – Fisher & Fisher et al 2002 The Information–Motivation–Behaviour Skills (IMB) model a fine example of the use of formal education as a behaviour change tool - Used in health prevention (eg. HIV in US High Schools) - Premise: those with sufficient I, M and B will undertake health prevention behaviour - Method: measure levels of I,M and B and tailor interventions to account for deficits - Hence IMB interventions target knowledge, attitudes, generic self efficacy / instrumental behavioural skills - Only debate in US model is who delivers the intervention (teacher; peer to peer) Effective for a behavioural ‘good’, but a linear model of behaviour Environmental knowledge Environmental attitude Pro- environmental behaviour
Learning for a Change – Vare & Scott 2007 Complementary/conflicting purposes of Education for Sustainable Development ESD1 (environmentalists’ view?) - promoting behaviour change - effectiveness can be measured against behavioural outcomes / environmental impacts - downside:doesn’t teach us how to adapt to uncertain future / act as autonomous individuals ESD2 (educationalists’ view) - building capacity to think critically - can’t be measured vs. outcomes/impacts (engagement?) - downside: we can’t sit around all day just talking Growing appreciation that ESD1/2 tensions are resolved ‘on the ground’
Framework for Env Ed Strategies –Monroe et al 2006 Purposes of env ed “morph into one another” in participatory approaches cf. Paul Vare: “we cannot (and should not) expect to control where [participatory learning] will lead”
Learning Backwards and Forwards Enquiry as “exercising intelligence in the world, the intertwining of thought and action by which we move from doubt to doubt” (John Dewey 1938) “Learning and change cannot be imposed on people…cultural understanding and cultural learning starts with self-insight.” (Ed Schein 1985) “The governance actor recognises that being part of the evolving patterns, s/he can at best modulate them...” (Arie Rip 2006)
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