| Title | Reading, Writing, Arithmetic. Roundness? Preparing Younger Learners With Foundational Circular Economy Education To Allow For A Circular Economy Acceleration At Higher Education |
|---|---|
| ID_Doc | 1508 |
| Authors | Potter, C |
| Title | Reading, Writing, Arithmetic. Roundness? Preparing Younger Learners With Foundational Circular Economy Education To Allow For A Circular Economy Acceleration At Higher Education |
| Year | 2023 |
| Published | |
| Abstract | Education is a moving practice. As new theories, practices, technologies and evidence emerges, all educators have a responsibility to ensure their teaching is at the forefront of their subject and specialism. The traditional 'reading, writing and arithmetic' of old has been replaced with a much wider suite of skills, but as our world changes with the climate crisis and the rise of eco-anxiety, there are new learning paradigms that are essential to the growing learner and engaged human. The circular economy is one such element. A system that aims to keep materials and resources in constant flow, whilst also creating a regenerative future is arguably a critical system to be understood - and practiced in a variety of ways - by even the youngest of learners as a foundational education subject. This paper covers a case study for a new education paradigm that is believed to be the first of its nature in the UK - working with a local authority to develop an online city-wide circular economy module that all Key Stages could engage with, along with a reflection on how circularity is currently taught and displayed on a UK BSc/BA Product Design course. By looking at how circularity can be embedded at earlier Key Stages as a core skill, the aim is to discuss how higher education can then push the progression and practice of circularity in each specialism and help the acceleration towards a regenerative future. How might our courses change if we were working with more prepared students? |
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