RECENT RESEARCH BY OUR MEMBERS
Iyengar, R. & Karadag Caman, O. (Eds.) (2022). Rethinking Education for Sustainable Development: Research, Policy & Practice.
Khoo, Y. and Lin, J. (in press). “Asia as Method” as a Quest of the Spirit and Finding We-Togetherness: A Collaborative Autoethnography. Asia Pacific Education Review.
Lin, J., Mok, J., and Gomes, V. (2022). Educating and Embodying Deep Values for a More Equitable World for both Humans and Beyond Humans. Essay response to CIES 2023 Education for a More Equitable World. https://cies2023.org/written-responses/educating-and-embodying-deep-values-for-a-more-equitable-world-for-both-humans-and-beyond-humans/
Lin, J. and Khoo, Y. (2022). Knowing our True Self and Transforming Suffering Toward Peace and Love: Embodying the Wisdom of the Heart Sutra and the Diamond Sutra. Religions 2022, 13(5), 403; https://doi.org/10.3390/rel13050403
Lin, J., Stoltz, A., Rappeport, A., and Aruch, M. (2021). Decolonization and Transformation of Higher Education for Sustainability: Integrating Indigenous Knowledge into Policy, Teaching, Research, and Practice. Journal of International & Comparative Higher Education, vol. 13, issue 3, pp. 134-156.
Lin, J., Hiltebrand, G., Stoltz, and A., Rappeport, A. (2021). Environmental justice must include the rights of all species to life and respect: integrating indigenous knowledge into education. International Studies in Sociology of Education, 30:1-2, 93-112. https://doi.org/10.1080/09620214.2020.1854827
Culham, T., and Lin, J. (2020). Daoist Cultivation of Qi and Virtue for Life, Wisdom, and Learning. New York: Palgrave-Springer.
Lin, J., Culham, T., & Scott, C. (2020). Virtues as Emergence from Contemplative Practices. Journal of Character Education, Volume 16(1), 2020, pp. 39–53.
Fan, Yang., Lin, J., & Culham, T. (2019). From Intimidation to Love: Taoist Philosophy and LoveBased Environmental Education. Educational Philosophy and Theory, 51(11):1117-1129.
Lin, J., Culham, T., and Edwards, S. (Eds.). (2019). Contemplative Pedagogies for Transformative Teaching, Learning, and Being. Charlotte, North Carolina: Information Age Publishing.
Verschueren, C. (2022). Multi-layered predictors of ESE policy adoption in large school districts in the United States. Environmental Education Research, 28 (8): 1251-1270. DOI: 10.1080/13504622.2022.2080184.
Verschueren, C. (2021). Local and global (f)actors in environmental and sustainability education: The case of New York City Public Schools. Environmental Education Research, 27 (3): 402-417. DOI: 10.1080/13504622.2021.1879734