ABSTRACT
This chapter offers an array of pedagogical strategies – generally grouped in accordance with the stages, phases, tasks, or subtasks of the SHES approach to sustainability education to which they correspond (Chapter 5, this volume) – that are uniquely well suited to implementing that approach in the classroom. Most of these strategies emerged more-or-less organically in the course of implementing the SHES approach in a highly experimental, introductory sustainability course at the author's university. Although the basic parameters of that course were defined from the start by certain foundational features of the SHES approach, including its embrace of holism, supradisciplinarity, and the revelation of complexity as pedagogical imperatives, as well as related content in the SHES Roundtable chapters published in books before this one (Reiter et al. 2011; Reiter et al. 2012; Barresi et al. 2015), the lessons learned in nurturing the course through several iterations over several semesters played a pivotal role in the emergence of the diagnostic and prescriptive stages of the SHES approach (Chapter 5) as the current sequence of discrete phases, tasks, and subtasks.
