Kimberly M Post | Unity College in Maine (original) (raw)

Papers by Kimberly M Post

Edward Elgar Publishing eBooks, Jun 18, 2024

Sustainability and Climate Change, 2024

Sustainability has historically considered the natural world in terms of instrumental value (prot... more Sustainability has historically considered the natural world in terms of instrumental value (protecting nature for humanity’s benefit) and intrinsic value (protecting nature for nature’s sake), without consideration of the other ways values are expressed and experienced. This instrumental-intrinsic dichotomy does not acknowledge the intuitive, familial, and spiritual relationships that exist between peoples and the natural world. Recognition of a third set of values—relational values—reflects the relationships between humans and nature and offers a complimentary approach to sustainability education. This semi-systematic literature review synthesizes and contextualizes the nascent construct of relational values to better understand how they can be articulated, applied, and ultimately assessed.

Sustainability and Climate Change, 2022

Saint Joseph’s College of Maine and the Little Sebago Lake Association have worked together for m... more Saint Joseph’s College of Maine and the Little Sebago Lake Association have worked together for more than a decade on various community-identified projects and problems. This article reviews the 2021 Protecting Little Sebago collab- orative project between Saint Joseph’s College and the Little Sebago Lake Association and identifies best practices for sustaining reciprocal partnerships, not just between colleges and lake associations, but between any learning institu- tion and community-based group or organization.

Sustainability

The more we learn about the climate crisis and its far-reaching impacts, the harder they become t... more The more we learn about the climate crisis and its far-reaching impacts, the harder they become to negotiate. Learners of all ages express anxiety and fear about circumstances beyond their control. Reflective practices can help process the challenges of sustainability education, from ecological peril to autonomy over personal behaviors and practices, and can better prepare learners for the challenges of a rapidly-changing world.

Chapters by Kimberly M Post

Sustainable Universities and Colleges, 2024

A persistent commonality in the various iterations of post-secondary sustainability education (SE... more A persistent commonality in the various iterations of post-secondary sustainability education (SE) is the anthropocentric emphasis on development. This reinforces power relations that favor Western epistemologies and marginalizes other ways of knowing. To decolonize post-secondary sustainability education, we must examine SE’s history within the context of higher education, confront the hegemonic roots of the higher educational system itself, and recognize the implications of associating the term “development” with “sustainability.” Two frameworks are then considered - ecocentrism and ecopedagogy - as vital for the decolonizing process. A small liberal arts Mercy college in Maine and a pioneering environmental university with its roots in Maine provide examples of these frameworks in practice, offering two models in which higher education neither leads nor follows, but transforms education as they work toward a just, resilient, and sustainable future.

Edward Elgar Publishing eBooks, Jun 18, 2024

Sustainability and Climate Change, 2024

Sustainability has historically considered the natural world in terms of instrumental value (prot... more Sustainability has historically considered the natural world in terms of instrumental value (protecting nature for humanity’s benefit) and intrinsic value (protecting nature for nature’s sake), without consideration of the other ways values are expressed and experienced. This instrumental-intrinsic dichotomy does not acknowledge the intuitive, familial, and spiritual relationships that exist between peoples and the natural world. Recognition of a third set of values—relational values—reflects the relationships between humans and nature and offers a complimentary approach to sustainability education. This semi-systematic literature review synthesizes and contextualizes the nascent construct of relational values to better understand how they can be articulated, applied, and ultimately assessed.

Sustainability and Climate Change, 2022

Saint Joseph’s College of Maine and the Little Sebago Lake Association have worked together for m... more Saint Joseph’s College of Maine and the Little Sebago Lake Association have worked together for more than a decade on various community-identified projects and problems. This article reviews the 2021 Protecting Little Sebago collab- orative project between Saint Joseph’s College and the Little Sebago Lake Association and identifies best practices for sustaining reciprocal partnerships, not just between colleges and lake associations, but between any learning institu- tion and community-based group or organization.

Sustainability

The more we learn about the climate crisis and its far-reaching impacts, the harder they become t... more The more we learn about the climate crisis and its far-reaching impacts, the harder they become to negotiate. Learners of all ages express anxiety and fear about circumstances beyond their control. Reflective practices can help process the challenges of sustainability education, from ecological peril to autonomy over personal behaviors and practices, and can better prepare learners for the challenges of a rapidly-changing world.

Sustainable Universities and Colleges, 2024

A persistent commonality in the various iterations of post-secondary sustainability education (SE... more A persistent commonality in the various iterations of post-secondary sustainability education (SE) is the anthropocentric emphasis on development. This reinforces power relations that favor Western epistemologies and marginalizes other ways of knowing. To decolonize post-secondary sustainability education, we must examine SE’s history within the context of higher education, confront the hegemonic roots of the higher educational system itself, and recognize the implications of associating the term “development” with “sustainability.” Two frameworks are then considered - ecocentrism and ecopedagogy - as vital for the decolonizing process. A small liberal arts Mercy college in Maine and a pioneering environmental university with its roots in Maine provide examples of these frameworks in practice, offering two models in which higher education neither leads nor follows, but transforms education as they work toward a just, resilient, and sustainable future.