{"title":"教育","authors":"Tuija Veintie, Johanna Hohenthal","doi":"10.33134/hup-14-5","DOIUrl":null,"url":null,"abstract":"This chapter illustrates the transformative role that national education policies can play in working toward Sustainable Development Goals. Offering comparative examples from the ‘pluri-national state’ of Ecuador and the ‘Northern European welfare state’ of Finland, it highlights the potential of teaching languages, integrative thinking practices, and cultural alternatives to high-consumption lifestyles.","PeriodicalId":242862,"journal":{"name":"Situating Sustainability: A Handbook of Contexts and Concepts","volume":"13 1","pages":"0"},"PeriodicalIF":0.0000,"publicationDate":"2021-11-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Education\",\"authors\":\"Tuija Veintie, Johanna Hohenthal\",\"doi\":\"10.33134/hup-14-5\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"This chapter illustrates the transformative role that national education policies can play in working toward Sustainable Development Goals. Offering comparative examples from the ‘pluri-national state’ of Ecuador and the ‘Northern European welfare state’ of Finland, it highlights the potential of teaching languages, integrative thinking practices, and cultural alternatives to high-consumption lifestyles.\",\"PeriodicalId\":242862,\"journal\":{\"name\":\"Situating Sustainability: A Handbook of Contexts and Concepts\",\"volume\":\"13 1\",\"pages\":\"0\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2021-11-22\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Situating Sustainability: A Handbook of Contexts and Concepts\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.33134/hup-14-5\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Situating Sustainability: A Handbook of Contexts and Concepts","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.33134/hup-14-5","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
This chapter illustrates the transformative role that national education policies can play in working toward Sustainable Development Goals. Offering comparative examples from the ‘pluri-national state’ of Ecuador and the ‘Northern European welfare state’ of Finland, it highlights the potential of teaching languages, integrative thinking practices, and cultural alternatives to high-consumption lifestyles.
求助内容：
应助结果提醒方式：
京公网安备 11010802042870号
