Professor of Biology and Sustainability Education
Department of Applied Sciences of Education, University of Helsinki, Finland
P.O. Box 9
00014 University of Helsinki,
Finland
Tel: +358 9 566 53 50
Fax: + 358 9 191 29611
Email:
http://www.helsinki.fi/people/mauri.ahlberg
http://www.naturegate.net
Born 1945 in Helsinki, Dr. Mauri Ahlberg received his Master of Science in 1971 from the University of Helsinki (majoring in zoology and minoring in botany, geography, genetics, chemistry, and statistics), and his Doctor of Philosophy (Science of Education) in 1988. From 1989-2004 he was Professor of Education at the University of Joensuu, and since March 2004 he has been Full Professor of Biology and Sustainability Education at the University of Helsinki. Ahlberg is developing theories, methods and practices to promote Education for Sustainable Development. During the UN's Decade of Education for Sustainable Development (2005 - 2014) he will apply theories of Robert J. Sternberg in order to promote culturally sustainable development (in a broad sense). From 2006 he created with Eija and Jouko Lehmuskallio NatureGate® , a new R&D program to promote Sustainable Development. NatureGate® starts from high quality photographs of flowering plants, and vascular plants and their biotopes. These are linked to their ecosystems, and integration of ecologically, economically and socially sustainable development. NatureGate® online services will be built and continually improved by integrating research. Since 1990 Ahlberg with his research group has developed and tested continually theories of Sustainable Development, Continual Quality Improvement, High Quality Learning, Integrating Education and quality tools to promote them: Improved Method of Concept Mapping, Improved Method of Vee Heuristics and ARRA (Analysis of Reasoning, Rhetorics, and Argumentation).
Dr. Ahlberg recommends:
Boyden, S. 2004. The biology of civilization. Sydney: UNSW Press.
Dr. Ahlberg has (co)authored:
Åhlberg, M., Äänismaa, P. & Dillon, P. 2005. Education for sustainable living: Integrating theory, practice, design and development. Scandinavian Journal of Educational Research 49(2), 167 - 186.
ABSTRACT: A 4-year-long action research project involving curriculum development in education for sustainable living as part of home economics in a university teacher education course is described and analysed. Design experiments were used to develop the curriculum and promote learning. The design experiments emphasised an integrating approach to action research through the use of improved concept maps and improved Vee heuristics. These tools were used to collect qualitative data and to present integrating tentative theories and overviews. The utility of this approach in facilitating student thinking and professional development is discussed. The described design strategy provides opportunities for better, more fulfilling, integrating ways of developing university courses, teaching, promoting student learning, professional development and research in the sense that the engagement of the participants is central to the processes involved.
Åhlberg, M. 2005. Integrating Education for Sustainable Development. In Leal Filho, W. (Ed.) 2005. Handbook of Sustainability Research. Frankfurt am Main: Peter Lang, 477 - 504.
ABSTRACT: A difference between integrative and integrating education is explicated. Integrating education is shown to be a theoretically sound and empirically feasible approach to promote sustainable development. Three many years long examples of integrating education are presented. The first one from primary school level six years long series of design experiments and learning projects to promote sustainable development. This project was a part of Finnish OECD/ENSI program. The second one is a series of integrating case studies from the pre-service teacher education program during years 1998 – 2003. The third one is a four years long integrating action research project to create a continually improved curriculum for home economics teacher education. Evidence is presented that these are relevant, valid, reliable and replicable examples how to monitor and promote Education for Sustainable Development both at schools and universities.
Åhlberg, M. 2005. Integrating Education for Sustainable Development. In Leal Filho, W. (Ed.) 2005. Handbook of Sustainability Research. Frankfurt am Main: Peter Lang, 477 - 504.
ABSTRACT: A difference between integrative and integrating education is explicated. Integrating education is shown to be a theoretically sound and empirically feasible approach to promote sustainable development. Three many years long examples of integrating education are presented. The first one from primary school level six years long series of design experiments and learning projects to promote sustainable development. This project was a part of Finnish OECD/ENSI program. The second one is a series of integrating case studies from the pre-service teacher education program during years 1998 – 2003. The third one is a four years long integrating action research project to create a continually improved curriculum for home economics teacher education. Evidence is presented that these are relevant, valid, reliable and replicable examples how to monitor and promote Education for Sustainable Development both at schools and universities.
Åhlberg, M. 2005. Integrating Education for Sustainable Development. In Leal Filho, W. (Ed.) 2005. Handbook of Sustainability Research. Frankfurt am Main: Peter Lang, 477 - 504.
ABSTRACT: A difference between integrative and integrating education is explicated. Integrating education is shown to be a theoretically sound and empirically feasible approach to promote sustainable development. Three many years long examples of integrating education are presented. The first one from primary school level six years long series of design experiments and learning projects to promote sustainable development. This project was a part of Finnish OECD/ENSI program. The second one is a series of integrating case studies from the pre-service teacher education program during years 1998 – 2003. The third one is a four years long integrating action research project to create a continually improved curriculum for home economics teacher education. Evidence is presented that these are relevant, valid, reliable and replicable examples how to monitor and promote Education for Sustainable Development both at schools and universities.
Åhlberg, M. 2005. Integrating Education for Sustainable Development. In Leal Filho, W. (Ed.) 2005. Handbook of Sustainability Research. Frankfurt am Main: Peter Lang, 477 - 504.
ABSTRACT: A difference between integrative and integrating education is explicated. Integrating education is shown to be a theoretically sound and empirically feasible approach to promote sustainable development. Three many years long examples of integrating education are presented. The first one from primary school level six years long series of design experiments and learning projects to promote sustainable development. This project was a part of Finnish OECD/ENSI program. The second one is a series of integrating case studies from the pre-service teacher education program during years 1998 – 2003. The third one is a four years long integrating action research project to create a continually improved curriculum for home economics teacher education. Evidence is presented that these are relevant, valid, reliable and replicable examples how to monitor and promote Education for Sustainable Development both at schools and universities.
Åhlberg, M. 2005. Integrating Education for Sustainable Development. In Leal Filho, W. (Ed.) 2005. Handbook of Sustainability Research. Frankfurt am Main: Peter Lang, 477 - 504.
ABSTRACT: A difference between integrative and integrating education is explicated. Integrating education is shown to be a theoretically sound and empirically feasible approach to promote sustainable development. Three many years long examples of integrating education are presented. The first one from primary school level six years long series of design experiments and learning projects to promote sustainable development. This project was a part of Finnish OECD/ENSI program. The second one is a series of integrating case studies from the pre-service teacher education program during years 1998 – 2003. The third one is a four years long integrating action research project to create a continually improved curriculum for home economics teacher education. Evidence is presented that these are relevant, valid, reliable and replicable examples how to monitor and promote Education for Sustainable Development both at schools and universities.
Åhlberg, M. 2005. Integrating Education for Sustainable Development. In Leal Filho, W. (Ed.) 2005. Handbook of Sustainability Research. Frankfurt am Main: Peter Lang, 477 - 504.
ABSTRACT: A difference between integrative and integrating education is explicated. Integrating education is shown to be a theoretically sound and empirically feasible approach to promote sustainable development. Three many years long examples of integrating education are presented. The first one from primary school level six years long series of design experiments and learning projects to promote sustainable development. This project was a part of Finnish OECD/ENSI program. The second one is a series of integrating case studies from the pre-service teacher education program during years 1998 – 2003. The third one is a four years long integrating action research project to create a continually improved curriculum for home economics teacher education. Evidence is presented that these are relevant, valid, reliable and replicable examples how to monitor and promote Education for Sustainable Development both at schools and universities.
This Network Member owns the following projects:
Using Culturally Sustainable Development as Spring Board to Promote All Aspects of Sustainable Development
This Network Member is classified within these Core Themes:
Sustainability processes and causation
Driving forces relevant to a sustainability transition
Impacts and response
Guidance (institutions and incentives)
Methods and models
Connecting the ecological, economic, and social
Integrative methods for place-based analysis
Complex adaptive systems
Observations
Indicators and monitoring
Energy
Health and Environment
Agriculture
Biodiversity and Ecosystem Management
Poverty and Hunger
Gender Equality
Health
Cities
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