Mainstream westernised educational policy and practice continue to be firmly rooted in ontological and epistemological traditions that reflect what Gregory Bateson referred to as the illusion of our separation from the living world. In response, there has been a flourishing of innovation at the levels of educational philosophy, curriculum, and pedagogy, drawing upon various indigenous and countercultural trends. For the most part, these are being fully expressed only outside of the formally accredited educational system. There are, however, a small number of pioneering centres of holistic educational innovation that are straddling this divide, operating within conventionally accredited systems. This article seeks to profile one such institution, Schumacher College in Devon, England. This article describes its principles; innovations in curriculum, pedagogy, and assessment; and its approach to supporting transformative learning. Possible strategies are outlined for such institutions on the creative edge of the mainstream to help transform sustainability education.

中文翻译：

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在主流创意边缘改变可持续发展教育

主流西化教育政策和实践继续牢牢植根于本体论和认识论传统，反映了格雷戈里·贝特森所说的我们与生活世界分离的错觉。作为回应，在教育理念、课程和教学法层面上的创新蓬勃发展，借鉴了各种土著和反文化趋势。在大多数情况下，这些仅在正式认可的教育系统之外得到充分表达。然而，有少数整体教育创新的先驱中心跨越了这一鸿沟，在传统认可的系统内运作。本文旨在介绍一个这样的机构，英国德文郡的舒马赫学院。本文介绍其原理；课程创新，教学法和评估；及其支持变革性学习的方法。为这些处于主流创意边缘的机构概述了可能的战略，以帮助转变可持续发展教育。