The document discusses four readings that support the transformative nature of Education for Sustainability (EfS). 1) The first reading discusses Ken Wilber's Integral Theory and its application to sustainable development, arguing for a more holistic approach considering behavioral, social, intentional, and cultural dimensions. 2) The second reading outlines how EfS principles could transform vocational education and training (VET) pedagogy to take a more holistic, participatory approach beyond just work skills. 3) The third promotes an "ecological intelligence" view of considering interconnections and participating in cultural evolution for sustainability. 4) The final reading advocates a circular economy through systems thinking, mimic

1. Four readings to support the transformative nature of EfS © Alexandra C. Popescu 1
Four influential readings to support the transformative nature
of Education for Sustainability
(By Alexandra Camelia Popescu, June 2013)
1. 'A Deeper and Wider Understanding of Sustainable Development' by
Christopher Riedy
What are the key points of Integral Theory according to the author?
The Integral Theory, as pioneered by the American philosopher Ken Wilber, is one built on
the concept of integrating both objective and subjective forms of human knowledge, as well
as scientific and spiritual knowledge when defining reality.
C. Riedy applies this theory to sustainable development. By doing that, he argues the loss of
validity of current frameworks (such as the Triple Bottom Line) that approach sustainability
almost entirely on its objective aspects, and not on its subjective ones (including human
values). The Integrity Theory can challenge the sustainability practitioner and proposes an
approach based on “holons” (a whole that is simultaneously a part) on four dimensions:
behavioural (material and biological development), social (economy, politics, ecology,
sociology), intentional (moral, psychological) and cultural (symbolic, ideological). The world
today is mainly focused on the external objective dimensions, where values are given low
priority in decision-making. Even more, the Integral Theory highlights the powerful
implications of the relationship among these four dimensions – which happens simultaneously
but at different rates, at different stages (creating a “holarchy” – the hierarchy where the
higher level transcends and includes the previous level). This theory explains a development
of personal values over time – from human egocentrism as children to sociocentric and
worldviews as adults, and recognises critical differences at each level of personal
development. The integration of all quadrants at all-levels (AQAL), when applied to
sustainable development (or any other issue) would consider all dimensions (holons) at all
levels in the hierarchy – therefore understanding values and wordviews more deeply and
widely. While the TBL is still a valid framework, a shift is needed towards considering
psychological and cultural aspects of sustainability and it can only happen through
consciousness transformation, social participation and spiritual practice – not to mention an
open mind of policy makers.
As a teacher/trainer in business and sustainability, I believe I have the opportunity and duty at
the same time to better understand and recognise the different levels of personal
development and world views that students and clients have and customise my training to suit
them. This has to start with me – I can help others as long as I invest the most in my own
personal development and transformation.
Trasformation is one of the EfS principles. In terms of relevancy, a transformational
approach to education in the VET sector can only be beneficial to the learner’s personal
development, as well as to the rest of the learning community. But transformation at this level

2. Four readings to support the transformative nature of EfS © Alexandra C. Popescu 2
would involve a more holistic approach to the curriculum and a change of focus from goals
such as work efficiency and productivity to ones such as innovation, caring and social
responsibility. The learning outcomes as outlined by units of competency in the VET sector
currently concentrate on empowering students with skills and knowledge in a certain area,
and rarely on the values and self-awareness that such skills and knowledge could create if a
broader learning strategy were adopted (which could use critical reflection, the affective not
just the cognitive, and spiritual processes). Since VET curriculum is developed in consultation
with and dependant on the needs of the industry, maybe a transformational change is needed
in the industry too, so that it requires not only “skilled” workforce (in a specific trade or
profession), but also committed, passionate and caring individuals that contribute to a more
sustainable future, not just to a job well done.
As a vocational trainer, I have the opportunity to offer a different understanding to study areas
when planning and delivering training, but within the limitation of the AQF standards. I can
implement activities that take a more holistic approach to the learning goals, focus more on
openness and collaboration and work with fellow teachers towards creating a learning
experience that motivates students to at least consider their contribution to a better future and
social wellbeing. There are changes I make in the classroom environment and my delivery
and assessment strategy based on the transformational principle. But there is always much
more scope for learning and improvement.
2. 'From little things...... emerging ideas in VET pedagogy & Education for
Sustainability' by Jenny Kent
This is a presentation paper by Jenny Kent, from which the following points are the critical:
o Integration of EfS concepts into VET is essential.
o Pedagogy and policy development in VET are and can be even more influenced by EfS
principles.
o There are different learning theories and thinking in VET pedagogy – some efficient,
some not.
o The current focus in VET practice is on the learner work skills and attributes which raises
potential contradictions and paradoxes, such as: inability of current VET pedagogy to
meet the ever-changing work conditions worldwide (due to globalisation and industry
needs), lack of a holistic approach to teaching and learning in VET; focus on theories,
transmissive learning rather than participation; large gaps between learning and actual
workplace culture and practice
o Education has a transformational role in achieving sustainable development.
o The integrated/systems thinking can be incorporated into education to educate learners
on issues of social equity, health, environment, economy, human rights, peace, diversity
and how they’re interconnected.
o There are EfS drivers for the VET sector that go beyond national policies, industry
regulations and requirements. International organisations now call for changes in the

3. Four readings to support the transformative nature of EfS © Alexandra C. Popescu 3
educational system as a power engine towards a mind and behavioural shift across all
nations.
o The VET sector, although has the potential to inform and bring changes towards a better
and fairer future, is still entrenched in conformist and mechanistic views of the world,
concentrating on generic/multi skills and not on the new highly specialised nature of the
workplace; on achieving productivity and not a better quality of life altogether.
o The role of the educator in pedagogy goes beyond transferring knowledge to
facilitating a societal vision of the future.
o Transformational education can change not only the VET practice, but also the
social inertia towards sustainability.
o There’s a need for an integrated approach to sustainability in the VET sector from
all stakeholders, based on the EfS principles.
There are RTOs that have made more significant steps towards incorporating EfS principles
into their practice. And there are others that tackle changes incrementally, such as the
institute I work for. From own experience, I recognise all the points made by Jenny Kent in her
presentation – the VET teaching and learning policy only validates and updates industry-
specific skills and knowledge in training packages. There’s not enough dialogue between
teachers, learners, VET policy makers, industry and community in terms of social and
psychological outcomes of the learning process (besides the practical, work-efficiency
outcomes). I know recognise my role as an educator, but I can only succeed if changes are
also made across the entire institute in terms of integrating EfS principles in the educational
process.
3. 'ECOLOGICAL INTELLIGENCE' by Stephen Sterling
“Ecological intelligence” is, according to Sterling, a view of the world relationally: using
systems thinking, critical and creative thinking, but above everything, participating collectively
as “conscious agents of cultural evolution” in the creation of a world that recognizes the
ecological implications and interconnectiveness of all Earth systems. Besides the obvious
scientific meaning of “ecology”, ecological intelligence has to be interpreted as a metaphor for
the “organicist” worldview that emphasizes the whole not the parts, with the implicit element of
caring. Ecological thinking connects ethics, values and humanity. It’s more than systems
thinking, which can be used in both ecological and anti-ecological arguments. Our perception
of educational policy and practice tends to take the mechanistic approach (dealing with
details, parts, focusing on one goal). We would benefit from moving towards an ecological,
holistic view, thinking more “out of the box”.
In his argument, Sterling makes a comparison between current habits of thought or
tendencies that characterise the modernist (Western) worldview and proposes ecologically
intelligent alternatives that don’t abandon what we already know, but rather take it to the next
level of understanding, ability to design and act in practice. Again, the principle of

4. Four readings to support the transformative nature of EfS © Alexandra C. Popescu 4
transformational learning is at the core of his argument, because it’s this type of learning
(reflexive, experiential, inquiring, participative, action oriented) that brings about maximum of
opportunities for change by current generations at this very moment in time.
His comparison argues the move:
o from problem solving to “positive synergies” among alternative solutions;
o from analysis of individual parts to looking at the entire context;
o from cause and effect to closed loop views;
o from opposition to relationship;
o from total objectivity to subjective interpretation and self analysis;
o from intellect only to intuition, from rational to spiritual;
o from outcome predictors to flexible participants and learners who accept uncertainty.
I believe that the whole idea of embedding EfS in education is basically explained by the
ecological intelligence philosophy. If we can’t apply Sterling’s suggestions on paradigm shift in
education for sustainability (not just about sustainability), then there’s no point in continuing
the dialogue. It may not be a complete, sudden shift towards this holistic, integral worldview
and eventually educational practice, but it must happen. And it will happen, as Sterling
suggest, as soon as all stakeholders in the educational process (educators, learners,
curriculum designers etc.) connect in “consciousness and competence” as a collective.
4. 'Sense & Sustainability: Educating for a circular economy' by Ken Webster and
Craig Jonhson
It’s not the first time I’m exposed to the concepts of systems thinking, mimicry, closed loop
and cradle to cradle, but considering this book was published in 2008 (only two years after Al
Gore’s “The Inconvenient Truth”), I assume it must have been quite a challenging one. I
especially like the way it is written – sharp, witty, inducive to self-reflection. Also, the use of
cartoons appeals to a large audience. The photographs of nature events/elements support
the argument of interdependence between people and all the environments we’re living in.
Basically, I see this particular chapter as a call to action. Although the authors mention that
this is not supposed to be a “how to” book, their holistic view at issues and practical
suggestions make it a very useful tool in my own journey towards embedding EfS principles in
my work.
When it comes to the worldviews concept, these are the main insights I get form this reading:
o Context matter. Details are important, but the entirety of the view brings more clarity and
insight. Without a holistic view, we lose the true meaning of things.
o Use nature as a teacher (mimicry) but also as a capital (cradle to cradle, product
stewardship).

5. Four readings to support the transformative nature of EfS © Alexandra C. Popescu 5
o Recycling is a linear process. While it does diminish the problem at some stage, it doesn’t
solve it. The use of critical thinking to re-formulate designs and use of materials is what
should replace it.
o We should challenge the manufacturer/government to take responsibility for the future;
the end consumer is not the only one contributing to unsustainability (“design by human
intention” - intentional & perceived obsolescence of products).
o The ecological worldview is already happening – whether businesses, governments and
consumers want to accept it or not. Sustainability cannot be achieved without business;
therefore, innovation is the only way of tackling resource issues (as many companies are
already doing, but not enough; green washing practices are slowing down the process).
o There’s a deeper crisis at social and economic level that can sort out the environmental
crisis. They cannot be tackled separately.
o It’s a citizenship issue, not just a consumer one. It should be less about “me and
consumerism” and more about “systems and citizenship”.
o We have created a culture of disconnection – the focus is on individualism, not collective
consciousness. New ideas are needed.
o Ecological worldview means rebuilding the social capital; understand the challenges but
envision a better future too.