Dr. Elisabeth (Lily) Taylor was born and raised in Austria in the heart of Europe where she trained as a secondary science teacher before obtaining her doctorate from Curtin University in Perth, Australia. Currently she leads the primary level science education team at Edith Cowan University in Perth. Lily has been focusing two of her primary pre-service teacher science specialisation units (courses) on sustainability and STEAM education. She hopes that these units will help improve student engagement in STEAM learning and help raise agency in the context of sustainable development.

Recent Publications

Taylor, E. (L.), & Taylor, P. C. (Eds.) (2022). Transformative STEAM education for sustainable development: International perspective and practices. Leiden, NL: Brill.
Taylor, E. (L.), & Taylor, P. C. (2022). Introduction – Transformative STEAM Education for sustainable development: Beyond traditional STEM education. (pp. 3-19).In: Taylor, E. (L.), & Taylor, P. C. (Eds.) (2022). Transformative STEAM Education for Sustainable Development: International perspective and practices. Leiden, NL: Brill.
Taylor, E. (L.) (2022). Ethical dilemma story pedagogy: Values learning and ethical understanding for a sustainable world. (pp. 20-33).In:Taylor, E. (L.), & Taylor, P. C. (Eds.) (2022). Transformative STEAM Education for Sustainable Development: International perspective and practices. Leiden, NL: Brill.
Taylor, E. (L.) (2022). Transformative teacher education for sustainability: From STEM to STE(A)M. (pp. 59-75). In:Taylor, E. (L.), & Taylor, P. C. (Eds.) (2022). Transformative STEAM Education for Sustainable Development: International perspective and practices. Leiden, NL: Brill.
Rahmawati, Y., Taylor, E., Taylor, P.C., Ridwan, A., & Mardiah, A. (2022/published online 18 March 2022). Students’ engagement in education as sustainability: Implementing an ethical dilemma-STEAM teaching model in chemistry learning. Sustainability 2022, 14 (6), 1-17. https://doi.org/10.3390/su14063554
Rahmawati, Y., Taylor, E., Taylor, P. C., & Koul, R. (2020). Student empowerment in a constructivist values learning environment for a healthy and sustainable world. Learning Environments Research, 1-18. https://doi.org/10.1007/s10984-020-09336-9

Title

Transformative Education for Sustainable Development: An Integral Perspective on Moral Agency and Ethical Decision-Making in a Diverse and Complex World

Abstract

Transformative education holds as one of its tenets that ethical knowing and ethical action is of central importance when navigating the intricacies of an increasingly diverse and complex World. Educating students towards sustainable development requires pedagogies and curricula that develop moral agency in order to prevent what Albert Bandura, a leading social psychologist, termed moral disengagement which has been identified as creating a lack of care for others that enables amoral action and atrocities. The development of moral agency as the antidote to moral disengagement is developed through education that encourages moral learning based on values clarification and critical self-reflection as promoted through Transformative Education. The term ‘values’, for some people, raises the question, ‘Whose values?’ Traditionally, people have looked to their own wisdom traditions for guidance yet with our World becoming increasingly connected and complex, this is proving difficult for some. In this talk, I will highlight how Integral Philosophy may offer opportunities for thinking about values through what Ken Wilber termed ‘Vision Logic’ – a form of logic that promotes unity in diversity which allows for open and respectful communication and dialogue. The aim of this talk is to prepare the ground for the ensuing panel discussion on Transformative Education: Embracing Diverse Wisdom Traditions to Foster Cultural and Environmental Sustainability.