This document provides an introduction to education for sustainable development. It discusses key concepts such as the definition of sustainable development from the Brundtland report and perspectives that question the concept. The challenges of education for sustainability are explored, including the need to equip students with sustainability literacy and for education to address unsustainability. Critical questions are raised about whether current education contributes to or helps solve sustainability problems. The goal of the UN Decade of Education for Sustainable Development is presented to integrate sustainable development values into all aspects of learning.
A Curriculum Model to Underpin Education for Sustainable DevelopmentESCalate
This is an enquiry-based model that addresses the cognitive, affective and action domains. It is illustrated by children in a Devon primary school who “identified a real issue that concerned them”.
The document discusses education for sustainable development (ESD), which aims to empower people to commit to sustainability through education. ESD promotes learning about the environment, economy, society and culture to address challenges like deforestation, access to water, and threats to indigenous languages. The UN Decade of ESD from 2005-2014 emphasized teaching values of human rights, cultural diversity and environmental protection to encourage more sustainable behaviors.
This document summarizes the key challenges in developing curricula to address sustainability issues. It discusses:
1. The shift from debating whether sustainability should be addressed to how it can be embedded across disciplines.
2. Challenges like the political nature of evidence, technical terminology, and competing narratives in the sustainability discourse.
3. Difficulties in choosing appropriate pedagogies given the "wicked" nature of sustainability problems and students' varying backgrounds.
4. The need to move beyond awareness to empowering students as agents of positive change through understanding solutions and taking action.
Cultivating a Future ~ St Mary's University College, United Kingdom
`
For more information, Please see websites below:
`
Organic Edible Schoolyards & Gardening with Children
http://scribd.com/doc/239851214
`
Double Food Production from your School Garden with Organic Tech
http://scribd.com/doc/239851079
`
Free School Gardening Art Posters
http://scribd.com/doc/239851159`
`
Companion Planting Increases Food Production from School Gardens
http://scribd.com/doc/239851159
`
Healthy Foods Dramatically Improves Student Academic Success
http://scribd.com/doc/239851348
`
City Chickens for your Organic School Garden
http://scribd.com/doc/239850440
`
Simple Square Foot Gardening for Schools - Teacher Guide
http://scribd.com/doc/239851110
This document discusses education for sustainable development (ESD) as presented by UNESCO. It defines ESD as empowering citizens to enact positive environmental and social change through participatory education. ESD aims to balance environmental, societal, and economic concerns to improve quality of life for current and future generations. Key aspects of ESD include respect, critical thinking, partnership-building, and participation in decision-making. UNESCO's role in the UN Decade of ESD from 2005-2014 is to facilitate ESD efforts through collaboration, quality teaching, and country support in achieving development goals.
This document discusses education for sustainable development (ESD) as presented by UNESCO. It defines ESD as empowering citizens to enact positive environmental and social change through participatory education. ESD aims to balance environmental, societal, and economic concerns to improve quality of life for current and future generations. Key aspects of ESD include respect, critical thinking, partnership-building, and participation in decision-making. UNESCO's role in the UN Decade of ESD from 2005-2014 was to facilitate ESD efforts among stakeholders and support countries in achieving development goals through education reform.
This document discusses education for sustainable development (ESD) in early childhood education. It defines sustainable development as meeting present needs without compromising future needs. ESD aims to integrate sustainability principles into all aspects of education. The three pillars of sustainable development are the environmental, social/cultural, and economic. ESD is important in early childhood as this is when foundations are laid and children can think critically about issues. Eight principles for developing ESD are outlined, including ensuring access to education, focusing on gender issues, and making settings models of sustainability. Examples of early childhood programs integrating ESD are provided.
Higher education institutions have a critical role to play in driving sustainable development forward. But creating a sustainable future is much more than just creating green campuses or implementing recycling efforts or global citizenship initiatives. It also means inclusive education and lifelong learning.
A Curriculum Model to Underpin Education for Sustainable DevelopmentESCalate
This is an enquiry-based model that addresses the cognitive, affective and action domains. It is illustrated by children in a Devon primary school who “identified a real issue that concerned them”.
The document discusses education for sustainable development (ESD), which aims to empower people to commit to sustainability through education. ESD promotes learning about the environment, economy, society and culture to address challenges like deforestation, access to water, and threats to indigenous languages. The UN Decade of ESD from 2005-2014 emphasized teaching values of human rights, cultural diversity and environmental protection to encourage more sustainable behaviors.
This document summarizes the key challenges in developing curricula to address sustainability issues. It discusses:
1. The shift from debating whether sustainability should be addressed to how it can be embedded across disciplines.
2. Challenges like the political nature of evidence, technical terminology, and competing narratives in the sustainability discourse.
3. Difficulties in choosing appropriate pedagogies given the "wicked" nature of sustainability problems and students' varying backgrounds.
4. The need to move beyond awareness to empowering students as agents of positive change through understanding solutions and taking action.
Cultivating a Future ~ St Mary's University College, United Kingdom
`
For more information, Please see websites below:
`
Organic Edible Schoolyards & Gardening with Children
http://scribd.com/doc/239851214
`
Double Food Production from your School Garden with Organic Tech
http://scribd.com/doc/239851079
`
Free School Gardening Art Posters
http://scribd.com/doc/239851159`
`
Companion Planting Increases Food Production from School Gardens
http://scribd.com/doc/239851159
`
Healthy Foods Dramatically Improves Student Academic Success
http://scribd.com/doc/239851348
`
City Chickens for your Organic School Garden
http://scribd.com/doc/239850440
`
Simple Square Foot Gardening for Schools - Teacher Guide
http://scribd.com/doc/239851110
This document discusses education for sustainable development (ESD) as presented by UNESCO. It defines ESD as empowering citizens to enact positive environmental and social change through participatory education. ESD aims to balance environmental, societal, and economic concerns to improve quality of life for current and future generations. Key aspects of ESD include respect, critical thinking, partnership-building, and participation in decision-making. UNESCO's role in the UN Decade of ESD from 2005-2014 is to facilitate ESD efforts through collaboration, quality teaching, and country support in achieving development goals.
This document discusses education for sustainable development (ESD) as presented by UNESCO. It defines ESD as empowering citizens to enact positive environmental and social change through participatory education. ESD aims to balance environmental, societal, and economic concerns to improve quality of life for current and future generations. Key aspects of ESD include respect, critical thinking, partnership-building, and participation in decision-making. UNESCO's role in the UN Decade of ESD from 2005-2014 was to facilitate ESD efforts among stakeholders and support countries in achieving development goals through education reform.
This document discusses education for sustainable development (ESD) in early childhood education. It defines sustainable development as meeting present needs without compromising future needs. ESD aims to integrate sustainability principles into all aspects of education. The three pillars of sustainable development are the environmental, social/cultural, and economic. ESD is important in early childhood as this is when foundations are laid and children can think critically about issues. Eight principles for developing ESD are outlined, including ensuring access to education, focusing on gender issues, and making settings models of sustainability. Examples of early childhood programs integrating ESD are provided.
Higher education institutions have a critical role to play in driving sustainable development forward. But creating a sustainable future is much more than just creating green campuses or implementing recycling efforts or global citizenship initiatives. It also means inclusive education and lifelong learning.
Ossiannilsson the next normal/s building forward differently for wellbeing...Ebba Ossiannilsson
This document discusses the impacts of the COVID-19 pandemic on education and the need to build a more resilient and sustainable education system going forward. Some key points discussed include:
- The pandemic exposed vulnerabilities but also revealed human capabilities and potentials. Decisions made now will impact education futures.
- COVID-19 has changed how we think about education, the economy, and society. It presents an opportunity to transition to a greener, more inclusive and resilient future.
- Going forward, education must be built differently with a focus on well-being and empathy. Lessons from the pandemic show the importance of resilience, flexibility, and prioritizing human connections.
This document discusses global sustainability education and using the Earth Charter as a tool to engage students. It introduces Kimberly Corrigan and her background in sustainability education leadership. The document then provides an overview of global sustainability education, using interconnected global issues and sustainability principles as an educational framework. It outlines the history and growth of sustainability education. The Earth Charter is presented as a tool to explore these issues, with its 16 principles and focus on ecological integrity, social justice, democracy and peace. Examples are given of how teachers can discuss and use the Charter to explore tensions and spark student action projects.
How lifelong learning shapes sustainable developmentRika Yorozu
Presented in the International Seminar on Empowering Community Learning Centers in Enhancing Learning Society through Education for Sustainable Development (Jakarta, Indonesia, 2 – 5 September 2014)
CSCR Community Track #1: Talking About Climate Using Tools of Media Literacy....Sustainable Tompkins
Climate Smart & Climate Ready Conference Community Track #1 on April 20, 2013 at Cinemapolis Theater in Ithaca, NY. Sox Sperry, Project Look Sharp. Talking About Climate Using the Tools of Media Literacy.
1) The document discusses the need for environmental education and sustainable development to be integrated into school curriculums.
2) It notes that while science and technology have benefits, they have also contributed to environmental degradation without sustainable practices.
3) The document argues that education must motivate active participation in problem solving, discuss the social and moral impacts of environmental actions, and help students understand the consequences of human manipulation of the environment.
Stuartholme conference friday march 7, 2014 2glcbris84
The document discusses global citizenship education and its importance for students. It provides an overview of key skills needed for the 21st century, such as understanding cultural differences, critical thinking, and participating in politics. Effective pedagogies involve experiential and participatory learning that engage both cognitive and affective skills. Resources available to teachers include the Global Learning Centre website, which provides digital and online materials to help develop global citizens.
Presentation to the School of Architecture, University of Nottingham, 2010Andrea Wheeler
This document outlines Dr. Andrea Wheeler's 3-year research project on building sustainable communities with young people and their families. It discusses workshops held to explore environmental change and cultural change. It also examines educational philosophies around citizenship, ethics, and encouraging radical lifestyle changes. The document summarizes discussions from workshops with children on topics like global warming, sustainable behavior, habits, and children's agency. It concludes by outlining future research directions, including conferences and collaborations around sustainability topics.
Good Practice in Education for Sustainable DevelopmentECO-UNESCO
ECO-UNESCO's Seminar Series: Exploring Good Practice in Education for Sustainable Development
Presentation by keynote speaker Andy Griggs (Environmental Education Forum) on Good Practice in Education for Sustainable Development.
About this presentation:
In October 2009, ECO-UNESCO held the seminar Exploring Good Practice in Education for Sustainable Development (ESD). The seminar allowed participants to engage with organisations and initiatives which are leading in the field of Education for Sustainable Development in Ireland and internationally.
The keynote speaker Andy Griggs (Environmental Education Forum) gave a presentation on Good Practice in Education for Sustainable Development. ECO-UNESCO's National Director, Elaine Nevin, opened the day with a presentation on Education for Sustainable Development.
1) Sustainable development is defined as development that meets the needs of the present without compromising the ability of future generations to meet their own needs.
2) Education for sustainable development aims to integrate principles of environmental protection, economic growth, and social equality while addressing issues like population growth, resource use, urbanization, and environmental degradation.
3) Key organizations that have promoted sustainable development include the UN, UNESCO, and WCED, with conferences and agreements focusing on issues like climate change, pollution, and intergenerational equity.
Global challenges in education include developing global competence, lifelong learning, personalized learning, inclusion and equity, partnerships, and digital transformation. Quality improvement efforts also focus on continuous improvement processes, open online learning, sustainability, and well-being. The four pillars of education outlined in the UN's Sustainable Development Goals are people, planet, prosperity, and peace. Lifelong learning is important for addressing modern challenges and can promote active citizenship, employability, health, and community cohesion.
This document discusses embedding education for sustainable development (ESD) into mainstream education. It provides background on the origins of ESD from Agenda 21 and other UN conventions and conferences. It outlines four thrusts of ESD: access to quality basic education, reorienting existing education, public awareness and understanding, and training programs for all sectors. The document discusses different ways schools have responded to ESD, from ignoring it to fully integrating it as the purpose of education systems. It emphasizes ESD is not just about the curriculum, but also policy, buildings, funding, and evaluation. For best results in mainstreaming ESD, leadership and coordination across strengths such as disciplines, groups, teachers and ministries is important.
My presentation at OEB21 Shaping the Future of Learning
Diverse. Collaborative. Transformative
on The New Normal is about Resilience, Sustainability, and the Social Contract
Challenges of Sustainable Development in Qatar and the World 1Galala University
The document discusses sustainable development in Qatar and the challenges it faces. It begins with an activity where participants define what sustainable development means to them in their respective fields. It then discusses definitions of sustainable development and the three pillars of environment, economy and social equity. Challenges facing Qatar are discussed, including population growth, limited resources, urban development issues and upcoming projects like the 2022 FIFA World Cup. Solutions discussed include Qatar's Vision 2030, which aims to diversify the economy and improve standards of living through pillars of economic, social, human and environmental development.
This document discusses sustainability and sustainable development. It defines sustainable development as meeting present needs without compromising future generations' ability to meet their needs. It outlines several UN Millennium Development Goals aimed at issues like poverty, education, health, and the environment. Statistics are provided showing declining indicators of sustainability over the past 10 years. The UN Decade of Education for Sustainable Development from 2005-2014 is introduced, with the goal of integrating sustainability into education worldwide. National initiatives in countries like the US, Japan, and Germany are mentioned.
This document summarizes a paper about new challenges and roles for higher education in education for sustainable development. It discusses how education can help nations implement sustainability plans by improving workforce quality and skills. It also describes how higher education institutions can help by reorienting curricula to address sustainability, conducting research on sustainability issues, and providing outreach to communities. The document proposes that regional centers of excellence on education for sustainable development be created to better align education from primary to university levels and link formal and informal education sectors on sustainability.
This document discusses sustainability education in Australia and initiatives that aim to promote understanding of sustainability and the United Nations Sustainable Development Goals. It provides information on how sustainability is addressed as a cross-curriculum priority in the Australian curriculum and various resources available to educators including programs, online courses and challenges related to the SDGs.
POPE FRANCIS 2ND ENCYCLICAL "Laudato Si" is the second encyclical of Pope Fra...AdelinePdelaCruz
"Laudato Si" is the second encyclical of Pope Francis, released on May 24, 2015. Its title comes from the opening words of the encyclical in Latin, which mean "Praise Be to You." The document focuses on the theme of care for our common home, urging humanity to take action to address environmental degradation, climate change, and social inequality. Pope Francis calls for an integral ecology that considers the interconnectedness of environmental, social, economic, and spiritual dimensions.
Ossiannilsson the next normal/s building forward differently for wellbeing...Ebba Ossiannilsson
This document discusses the impacts of the COVID-19 pandemic on education and the need to build a more resilient and sustainable education system going forward. Some key points discussed include:
- The pandemic exposed vulnerabilities but also revealed human capabilities and potentials. Decisions made now will impact education futures.
- COVID-19 has changed how we think about education, the economy, and society. It presents an opportunity to transition to a greener, more inclusive and resilient future.
- Going forward, education must be built differently with a focus on well-being and empathy. Lessons from the pandemic show the importance of resilience, flexibility, and prioritizing human connections.
This document discusses global sustainability education and using the Earth Charter as a tool to engage students. It introduces Kimberly Corrigan and her background in sustainability education leadership. The document then provides an overview of global sustainability education, using interconnected global issues and sustainability principles as an educational framework. It outlines the history and growth of sustainability education. The Earth Charter is presented as a tool to explore these issues, with its 16 principles and focus on ecological integrity, social justice, democracy and peace. Examples are given of how teachers can discuss and use the Charter to explore tensions and spark student action projects.
How lifelong learning shapes sustainable developmentRika Yorozu
Presented in the International Seminar on Empowering Community Learning Centers in Enhancing Learning Society through Education for Sustainable Development (Jakarta, Indonesia, 2 – 5 September 2014)
CSCR Community Track #1: Talking About Climate Using Tools of Media Literacy....Sustainable Tompkins
Climate Smart & Climate Ready Conference Community Track #1 on April 20, 2013 at Cinemapolis Theater in Ithaca, NY. Sox Sperry, Project Look Sharp. Talking About Climate Using the Tools of Media Literacy.
1) The document discusses the need for environmental education and sustainable development to be integrated into school curriculums.
2) It notes that while science and technology have benefits, they have also contributed to environmental degradation without sustainable practices.
3) The document argues that education must motivate active participation in problem solving, discuss the social and moral impacts of environmental actions, and help students understand the consequences of human manipulation of the environment.
Stuartholme conference friday march 7, 2014 2glcbris84
The document discusses global citizenship education and its importance for students. It provides an overview of key skills needed for the 21st century, such as understanding cultural differences, critical thinking, and participating in politics. Effective pedagogies involve experiential and participatory learning that engage both cognitive and affective skills. Resources available to teachers include the Global Learning Centre website, which provides digital and online materials to help develop global citizens.
Presentation to the School of Architecture, University of Nottingham, 2010Andrea Wheeler
This document outlines Dr. Andrea Wheeler's 3-year research project on building sustainable communities with young people and their families. It discusses workshops held to explore environmental change and cultural change. It also examines educational philosophies around citizenship, ethics, and encouraging radical lifestyle changes. The document summarizes discussions from workshops with children on topics like global warming, sustainable behavior, habits, and children's agency. It concludes by outlining future research directions, including conferences and collaborations around sustainability topics.
Good Practice in Education for Sustainable DevelopmentECO-UNESCO
ECO-UNESCO's Seminar Series: Exploring Good Practice in Education for Sustainable Development
Presentation by keynote speaker Andy Griggs (Environmental Education Forum) on Good Practice in Education for Sustainable Development.
About this presentation:
In October 2009, ECO-UNESCO held the seminar Exploring Good Practice in Education for Sustainable Development (ESD). The seminar allowed participants to engage with organisations and initiatives which are leading in the field of Education for Sustainable Development in Ireland and internationally.
The keynote speaker Andy Griggs (Environmental Education Forum) gave a presentation on Good Practice in Education for Sustainable Development. ECO-UNESCO's National Director, Elaine Nevin, opened the day with a presentation on Education for Sustainable Development.
1) Sustainable development is defined as development that meets the needs of the present without compromising the ability of future generations to meet their own needs.
2) Education for sustainable development aims to integrate principles of environmental protection, economic growth, and social equality while addressing issues like population growth, resource use, urbanization, and environmental degradation.
3) Key organizations that have promoted sustainable development include the UN, UNESCO, and WCED, with conferences and agreements focusing on issues like climate change, pollution, and intergenerational equity.
Global challenges in education include developing global competence, lifelong learning, personalized learning, inclusion and equity, partnerships, and digital transformation. Quality improvement efforts also focus on continuous improvement processes, open online learning, sustainability, and well-being. The four pillars of education outlined in the UN's Sustainable Development Goals are people, planet, prosperity, and peace. Lifelong learning is important for addressing modern challenges and can promote active citizenship, employability, health, and community cohesion.
This document discusses embedding education for sustainable development (ESD) into mainstream education. It provides background on the origins of ESD from Agenda 21 and other UN conventions and conferences. It outlines four thrusts of ESD: access to quality basic education, reorienting existing education, public awareness and understanding, and training programs for all sectors. The document discusses different ways schools have responded to ESD, from ignoring it to fully integrating it as the purpose of education systems. It emphasizes ESD is not just about the curriculum, but also policy, buildings, funding, and evaluation. For best results in mainstreaming ESD, leadership and coordination across strengths such as disciplines, groups, teachers and ministries is important.
My presentation at OEB21 Shaping the Future of Learning
Diverse. Collaborative. Transformative
on The New Normal is about Resilience, Sustainability, and the Social Contract
Challenges of Sustainable Development in Qatar and the World 1Galala University
The document discusses sustainable development in Qatar and the challenges it faces. It begins with an activity where participants define what sustainable development means to them in their respective fields. It then discusses definitions of sustainable development and the three pillars of environment, economy and social equity. Challenges facing Qatar are discussed, including population growth, limited resources, urban development issues and upcoming projects like the 2022 FIFA World Cup. Solutions discussed include Qatar's Vision 2030, which aims to diversify the economy and improve standards of living through pillars of economic, social, human and environmental development.
This document discusses sustainability and sustainable development. It defines sustainable development as meeting present needs without compromising future generations' ability to meet their needs. It outlines several UN Millennium Development Goals aimed at issues like poverty, education, health, and the environment. Statistics are provided showing declining indicators of sustainability over the past 10 years. The UN Decade of Education for Sustainable Development from 2005-2014 is introduced, with the goal of integrating sustainability into education worldwide. National initiatives in countries like the US, Japan, and Germany are mentioned.
This document summarizes a paper about new challenges and roles for higher education in education for sustainable development. It discusses how education can help nations implement sustainability plans by improving workforce quality and skills. It also describes how higher education institutions can help by reorienting curricula to address sustainability, conducting research on sustainability issues, and providing outreach to communities. The document proposes that regional centers of excellence on education for sustainable development be created to better align education from primary to university levels and link formal and informal education sectors on sustainability.
This document discusses sustainability education in Australia and initiatives that aim to promote understanding of sustainability and the United Nations Sustainable Development Goals. It provides information on how sustainability is addressed as a cross-curriculum priority in the Australian curriculum and various resources available to educators including programs, online courses and challenges related to the SDGs.
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1. Introduction to Education for
Sustainable Development
Denise Summers
Autumn 2009
Adapted from presentation by
Dr Stephen Sterling, Centre for Sustainable Futures, UoP, 20.3.08
2. Questions to Consider
• What is sustainability?
• Why should we bother with
it?
• The challenge to education
• The implications of
‘sustainable education’
• ‘Sustainability literacy’ and
competencies
• A wonderful world?
3. What is sustainable development?
Development which meets:
• … the needs of the present without
compromising the ability of future
generations to meet their own needs.
taken from the influential Brundtland report ‘Our Common Future’ (World Commission
on Environment and Development, 1987, http://www.un-documents.net/ocf-
ov.htm#I.3)
4. However, …
• … sustainability and
development are
contradictory concepts and
‘sustainable development’ is
just economic growth
dressed up in the language
of deliberate obfuscation,
used knowingly or not by
those who care nothing for
the Earth in order to fool us
into thinking that they are
taking her concerns
seriously.
(Harding, 2006: 232)
• Selby (2007: 249) is also
concerned about the
concept of ESD and
argues that “the heating
is happening” and calls
for “education for
sustainable contraction”
in which we accept the
climate change threat,
move away from the
current denial or
“business as usual”
mindset (Selby, 2007:
265) and respond to the
need for transformation.
5. • “Everything we thought was good turns out to
be bad. It is an act of kindness to travel to your
cousin’s wedding. Now it is also an act of
cruelty. It is a good thing to light the streets at
night. Climate change tells us it kills more
people than it saves. … Climate change
demands a reversal of our moral compass,
• for which we are plainly unprepared.” (Monbiot,
2005: 23)
6. In pursuit of happiness …
• If I were caught in the
trappings of wealth and power,
I would be unable to live a
truly comfortable, creative,
and compassionate life. Much
of my time would be absorbed
in taking care of houses, cars,
household gadgets,
furnishings, paintings,
silverware and china,
computers, yachts and
umpteen other things. I would
need to work hard to earn
enough not to meet my needs
but to service these
possessions. (Kumar, 2006:
302)
• As Professor Daniel
Kahneman of the
University of Princeton
suggests, our “standard
of living has increased
dramatically and
happiness has increased
not at all and in some
cases has diminished
slightly" (Kahneman,
2007,
http://news.bbc.co.uk).
8. The Future isn’t What it Used to Be
stresses
unsustainability
uncertainty dense
interdependence
globalisation complexity
ecosystem
degradation
inequity
insecurities
global warming peak oil
overconsumption
population
pressures
9. The Learning & Skills Council
Strategy
states that by 2010 all its providers
“… will embed SD skills in education and training
programmes so that all learners are able to acquire
these skills”
and remind us that:
“Sustainability is a journey. If we wait until we understand
everything, we will never start out …”
10. Aspects of Well-being
Basic Needs Food, shelter, secure livelihood
Good Health Physical and mental health and a
robust natural environment
Healthy Social
Relations
A supportive social network
Security Personal safety and security of one’s
possessions
Freedom The capacity to achieve one’s
development potential
World Watch Institute
12. Our generation is the first to knowingly
degrade the environment at the
expense of children now and in the
future – a fact that challenges much of
our rhetoric about the importance of
children in society. The evidence …
suggests that it may not be possible to
deliver ECM at all unless the
environment becomes one of its leading
considerations. Sustainable
Development is not an optional extra
…; it is a necessary part of building a
society that cares for its children.
(Sustainable Development Commission,
2009, p7)
Five guiding principles of SD
1. Living within
environmental limits
2. Ensuring a strong, healthy
and just society
3. Achieving a sustainable
economy
4. Promoting good
governance
5. Using sound science
responsibly
13. The Earth Charter:
Four basic principles
1. Respect Earth and life in all its diversity.
2. Care for the community of life with understanding, compassion,
and love.
3. Build democratic societies that are just, participatory, sustainable,
and peaceful.
4. Secure Earth’s bounty and beauty for present and future
generations.
• Video link
14. A Sustainable Society
• … is one that can
persist over
generations, one that
is far-seeing enough,
flexible enough, and
wise enough not to
undermine either its
physical or social
systems of support.
Meadows et al, 2005
15. Decision-making at the Eden Project
(talk given at Hestercombe, July 2009)
The triple bottom line
A Environmentally sound
B Socially acceptable
C Economically viable
A
B C
16. ‘Daunting agenda…exciting possibilities’
• Power civilisation by sunlight
• Grow food and fibre sustainably
• Dis-invent the concept of waste
• Preserve biodiversity
• Restore ruined ecologies
• Reduce materials, water and land use per head
• Rethink the political basis of modern societies
• Develop economies that can be sustained within nature’s
limits
• Distribute wealth fairly within and between generations
David Orr’s Nine Challenges
20. … or Part of the Problem?
Sustainability is about the terms and conditions
of human survival, and yet we still educate at all
levels as if no such crisis existed.
The destruction of the planet is not the work of ignorant
people. Rather it is largely the result of work by people
with BAs, BScs, MAs, MScs and PhDs.
David Orr
21. Is Education a Good Thing?
• … the volume of education has increased
and continues to increase, yet so do
pollution, exhaustion of resources, and the
dangers of ecological catastrophe. If still
more education is to save us, it would
have to be education of a different kind:
an education that takes us into the depth
of things. (Schumacher, 1997)
22. Goal of UN Decade of Education for
Sustainable Development 2005-14
… to integrate the values inherent in
sustainable development into all aspects of
learning in order to encourage changes in
behaviour that allow for a more sustainable and
just society for all. This involves learning the
values, behaviour and lifestyles required for a
sustainable future and for positive societal
transformation.
http://portal.unesco.org/en/ev.php-URL_ID=29008&URL_DO=DO_TOPIC&URL_SECTION=201.html
23. The Government Talks of the Crisis
in Education and it:
• … prefers to stress ICT, literacy and numeracy
on the grounds, perhaps, that as the good ship
Humanity finally steams into the icebergs, we
will at least be able to send grammatical SOS
messages, read the instructions on the lifebelts,
and count the survivors. Of course, if all the
prognoses about global warming are correct,
there won’t be any icebergs and we shall need a
new set of metaphors. (Scott, 2002, p5)
24. but David Orr suggests it is a Crisis
of Education …
• The fact that we see social and environmental
decay as disconnected events or fail to see them
at all is evidence of a considerable failure that
we have yet to acknowledge as an educational
failure.
• It is a failure to educate people to think broadly,
to perceive systems and patterns, and to live as
whole persons.
25. A ‘Sustainability Literate’ Person…
would be expected to:
• understand the need for change to a sustainable way of
doing things, individually and collectively
• have sufficient knowledge and skills to decide and act in
a way that favours sustainable development
• be able to recognise and reward other people’s decisions
and actions that favour sustainable development
- Higher Education Partnership for Sustainability www.heps.org.uk
Forum for the Future
26. Key Questions …??
• In what ways does our practice advance
the kind of learning, teaching, thinking
and research that contribute to
unsustainability?
• How do we balance practicability with
urgency?
• What kinds of learning would best equip
your students for their likely future(s)?
27. • Comfortable dealing with ambiguity
• Willing to take a risk to make a difference
• More interested in solving problems than taking
credit
• Both effective advocates and listeners
• Eager to imagine and implement daring
multifaceted solutions – together
- Lawrence Bacow, President of Tufts University, Rappaport A and Creighton S H
(2007) Degrees that matter. Massachusetts: MIT Press
Students as ‘Active, Engaged, and Effective
Citizens’ are…
28. References
• Harding S (2006) Animate Earth. Dartington: Green Books Ltd.
• Kahneman D (2007) The Science of Happiness
http://news.bbc.co.uk/1/hi/programmes/ happiness_formula/4783836.stm (date
accessed 22.2.08)
• Kumar S (2006) No Destination – an Autobiography. Dartington: Green Books Ltd.
• Monbiot G (2005) ‘A restraint of liberty’, The Guardian, 24 May, p23.
• Scott W (2002) Sustainability and learning: what role for the curriculum? Inaugural
Lecture, University of Bath, April 25.
• Selby D (2007) ‘As the heating happens: Education for Sustainable Development or
Education for Sustainable Contraction?’ International Journal of Innovation and
Sustainable Development, Vol 2, Nos 3/4, pp 249-267
• Sterling S (1996) ‘Education for Change’ in Huckle J and Sterling S (Eds) (1996)
Education for Sustainability. London: Earthscan.
• Sustainable Development Commission (2009) Every Child’s Future Matters. www.sd-
commission.org.uk (date accessed 7.12.09)
29. New ‘Sustainability Online Resource and Toolkit
for Education’ from the Environmental
Association for Universities and Colleges
Mainly aimed at FE
http://www.eauc.org.uk/sorted/home
Education for Sustainable Development Toolkit
Developed by the University of Tennessee,
www.esdtoolkit.org
Teaching and Learning for a Sustainable Future (A
UNESCO site) This is a multimedia, interactive
professional development program with materials,
exercises, and links
http://www.unesco.org/education/tlsf/