Global Journal of Science Frontier Research, H: Environment & Earth Science, Volume 22 Issue 5

Learning this problem-oriented approach, the framework, and its skillful use requires a great deal of practice and experience. However, it is possible to understand the basic concepts and operations, including how they have been used by other people in one course or workshop. 43 c) Education and the Academy The integrated problem- oriented approach can be useful to students, professionals, and leaders alike. This brings us to education and the academy. Currently, there are problems in conventional education in colleges and universities. This is due to their struggle to organize and teach knowledge across disciplines and educate students to become problem solvers and leaders. Despite an interest in the academy in meeting these goals, many remained mired in goal muddle, an offering of a disciplinary hodgepodge, and a curricular smorgasbord. Criticisms of conventional education and programs include claims that they tend to emphasize narrow, technical proficiency. Typically, it is disciplinary based. These sources reify convention. This in in contrast to education for more integrative, policy- oriented problem-solving knowledge and skills for real world applications that compliment content courses. i. Goal Clarity We recommend explicitly adopting the overriding goal of “human dignity,” including the requirement for mutual respect and other values essential for people to live full lives in healthy, sustainable environments.” “Human dignity, which is both a value position and a moral aim, is a summative symbol that represents a desired state associated with certain basic human values (such as respect, health, well-being, freedom, rectitude, ad education. Environmental conditions and human dignity are tightly linked. Human dignity cannot be achieved without conservation of nature, protection of environmental quality, and thriving of all non-human life. Colleagues and I have recommended three principles for improvement education: goal clarity, integrated problem orientation (interdisciplinarity), and skill-based pedagogy. They are: (1) an understanding of how the policy-making system works and how human value interactions constitute the core of professional work, (2) mastery of skills in critical thinking and development of an integrated (interdisciplinary) “procedural rationality” for analyzing problems and evaluating potential solutions, and (3) development of influence and responsibility within policy and programmatic systems. 46 ii. Skill-Based Education and Effective Programs Seminars, case studies, and field trips are among the tools that can develop these skills in students and others. All these should be teaching us to be free and that human dignity is worth striving for. Finally, the educational community has great potential to improve the utility and relevance of education. Graduates will carry out diverse tasks in their work lives, whether academic or applied, hopefully for the public good. Problem-solvers activities overlap and interact with the work of public policymakers and leaders. Graduates figure into and influence social and decision process, including conducting research (basic and applied), writing and publishing technical and popular articles, monographs, and books, lecturing to professional and public audiences, commenting on matters of civic and public interest, teaching short courses, leading field trips, in-service training short courses, and formal academic courses, participating in professional and civic organizations, preparing, reading, commenting on, and reinterpreting agency and other documents and decision, advising organizations and leaders, or serving on boards and formal advisory organizations, consulting and negotiating with allies and adversaries, bringing out fact (or concealing) facts or policies that decision makers need, and serving as ordinary or expert witnesses. What knowledge and skills do graduates need to participate responsibility in these roles? Three specific bodies of knowledge would contribute to educating students to be policy-oriented. They are: (1) understanding human interactions, (2) developing professional skills, and (3) influencing policy. 47 Understanding problems, and problem-solving concepts, operations, and skills must grow case-by- case over time. Among recommendations, Brunner’s Raising standards: a prototyping strategy for In sum, for many college and university programs these require changes from existing education. Many authors have laid out what they see is needed for establishing college and university programs that educate for these three in the service of “human dignity” in healthy environments. These requires effective delivery of knowledge and skills via curriculums. © 2022 Global Journals 1 Global Journal of Science Frontier Research Volume XXII Issue V Year 2022 8 ( H ) Version I An Inquiry into “Convention”as a Problem and what we Might do About it? As to goals for the academy, among them should be: (1) education should aim to develop the skill of critical, independent thought, (2) it should induce attentiveness, sensitiveness of perception, receptiveness to new ideas, imaginative sympathy with the experiences of others, (3) it should strive to cultivate an intelligent, thoughtful loyalty to the ideas of the democratic society, and (4) it should really empower those inner resources and attributes of character that enable the individual, when necessary to stand alone. 44 Targets of educational efforts should attend to these goals and supporting curriculums. Successful academic programs could produce both disciplinary and interdisciplinary (integrated) knowledge, as well as developing students with the wisdom and skills to address complex problems and complex social, and environmental matters. 45