Table 4 Social and environmental... | Emerald Publishing

Table 4

Social and environmental learning with principles, sample quotes and citations

Group D: Social and environmental learning
Learning by …	Principle	Quote	References
10. Teaching and training	Work environments can provide opportunities for didactic interaction, but in such circumstances, the teacher or trainer can (and should) be a learner as much as a teacher. Teaching, training, and learning in the workplace always provide for bidirectionality of knowledge and skills, and everyone thereby becomes an epistemic agent of learning. This is called the “learning-by-teaching paradigm”	A “teacher's learning requires reflection upon his [or her] own actions” (Margolinas et al., 2005, p. 211) “Theorists suggest the paradigm of professional development be reconsidered, and instead of teacher development being examined, the focus be applied to teacher learning. The movement … to establish professional learning communities (PLCs), where- learning can be facilitated through on-going discussion groups, represents one dimension of this trend” (Jones and Dexter, 2014, p. 368)	_■ Martens et al. (2019) _■ Muis et al. (2015) _■ Stroupe (2014)
11. Cooperating and helping others	An individual can learn by giving, sharing, cooperating and helping others in the work environment. This is sometimes called “service learning” or “citizen science”	“We are interested in situations where one individual provides problem-solving assistance to another. In the process, the provider's own performance is enhanced in ways that extend beyond reciprocated assistance because wrestling with a problem and challenging someone else's thinking can generate new ideas and insights that enhance one's own learning” (Shah et al., 2018, p. 413)	_■ Grosemans et al. (2015) _■ Huda et al. (2018) _■ Phillips et al. (2018)
12. Creating sustainable futures	To learn to live sustainably on this planet, drawing on resources that can be replenished and in tune with the fine balances of our ecosphere, there is a need to both describe and change currently unsustainable patterns of human activity, including work and how it is organised. Work-based learning and research can contribute to this endeavour	“What kind of change does the creation of a sustainable future demand of individuals, organisations, communities and institutions? We might say that it is a deep systems change, where interrelated systems coordinate together with far-reaching and unknowable impacts” (Gearty et al., 2015, p. 44)	_■ Aboytes and Barth (2020) _■ Allen et al. (2019) _■ Conway (2012)

Group D: Social and environmental learning
Learning by …	Principle	Quote	References
10. Teaching and training	Work environments can provide opportunities for didactic interaction, but in such circumstances, the teacher or trainer can (and should) be a learner as much as a teacher. Teaching, training, and learning in the workplace always provide for bidirectionality of knowledge and skills, and everyone thereby becomes an epistemic agent of learning. This is called the “learning-by-teaching paradigm”	A “teacher's learning requires reflection upon his [or her] own actions” (Margolinas et al., 2005, p. 211)“Theorists suggest the paradigm of professional development be reconsidered, and instead of teacher development being examined, the focus be applied to teacher learning. The movement … to establish professional learning communities (PLCs), where- learning can be facilitated through on-going discussion groups, represents one dimension of this trend” (Jones and Dexter, 2014, p. 368)	_■ Martens et al. (2019) _■ Muis et al. (2015) _■ Stroupe (2014)
11. Cooperating and helping others	An individual can learn by giving, sharing, cooperating and helping others in the work environment. This is sometimes called “service learning” or “citizen science”	“We are interested in situations where one individual provides problem-solving assistance to another. In the process, the provider's own performance is enhanced in ways that extend beyond reciprocated assistance because wrestling with a problem and challenging someone else's thinking can generate new ideas and insights that enhance one's own learning” (Shah et al., 2018, p. 413)	_■ Grosemans et al. (2015) _■ Huda et al. (2018) _■ Phillips et al. (2018)
12. Creating sustainable futures	To learn to live sustainably on this planet, drawing on resources that can be replenished and in tune with the fine balances of our ecosphere, there is a need to both describe and change currently unsustainable patterns of human activity, including work and how it is organised. Work-based learning and research can contribute to this endeavour	“What kind of change does the creation of a sustainable future demand of individuals, organisations, communities and institutions? We might say that it is a deep systems change, where interrelated systems coordinate together with far-reaching and unknowable impacts” (Gearty et al., 2015, p. 44)	_■ Aboytes and Barth (2020) _■ Allen et al. (2019) _■ Conway (2012)