In this paper I argue that there are some telling examples from the discourse of education for sustainable development that hint at a reliance on a reversed sense of causality, manifesting itself in a teleological and anthropomorphic understanding of nature. In order to substantiate this claim, I will consider some of Spinoza’s arguments concerning the limitations of human imagination -- and the prejudices that tend to arise from this -- and I will also link this with some (...) of Freud’s claims with regards to the human tendency to deify the forces of nature as a kind of psychological response to the inherent remoteness of said forces. The relation between Spinoza and Freud has been discussed in terms of a mostly implicit affinity grounded in a common metaphysical starting-point that may be labeled a philosophy of immanence. This affinity is most evident, however, with regards to both Spinoza's and Freud’s reliance on a rationalist framework and on their insistence that the human psychological constitution is geared so that when humans are governed by their imagination, and are being confronted with the unexplained, they tend to automatically protect themselves by seeking comfort in the already known, regardless of the unlikeliness of the arrived at explanation. Hence, this paper aims to employ some of Spinoza’s and Freud’s arguments in order to formulate a critique of the anthropomorphic motifs displayed in contemporary educational materials produced within the discourse of ESD. (shrink)

Education for sustainable development (ESD) is nowadays internationally considered an important aspect of the overall education of children and young people in the world. It is included among the goals of the UN 2030 Agenda for Sustainable Development. Besides its content – sustainable development – ESD is also characterized by its emphasis on a democratic and participatory educational procedure. In this paper, we show how both these aspects of ESD – its content (...) and procedure – reveal the importance of bringing ethical considerations into ESD, as well as provide challenges for ethics teaching in ESD. (shrink)

ABSTRACTThe United Nations Sustainable Development Goal 4.7 proposes that Education for Sustainable Development should be included at all levels of education, known as ‘mainstreaming’. Howeve...

In this article, we address the limitations of sustainable development as an orienting educational horizon of hope and change, given that mainstream development presumes the possibility of perpetual growth and consumption on a finite planet. Facing these limitations requires us to consider the inherently violent and unsustainable nature of our modern-colonial modes of existence. Thus, we propose a shift from “education for sustainable development” to “education for the end of the world as we (...) know it.” We contend that the predicament we face is not primarily rooted in ignorance and thus solvable with more knowledge, nor primarily rooted in immorality and thus solvable with more normative values; rather, it is rooted in denials that stem from harmful desires for and investments in the continuity of the securities and satisfactions promised by modernity-coloniality. Faced with these denials, we emphasize a collective need to “grow up” so that we might “show up” differently to do the work that is needed as we face unprecedented global challenges. (shrink)

This book explores the ethical dimensions surrounding the development of education for sustainable development within schools, and examines these issues through the lens of ethical literacy. The book argues that teaching children to engage with nature is crucial if they are to develop a true understanding of sustainability and climate issues, and claims that sustainability education is much more successful when pupils are treated as moral agents rather than being passive subjects of testing and assessment. (...) The collection brings together a range of fresh and creative perspectives on how issues around ethical literacies can be elaborated and expanded with regard to democratic sustainability education. The use of children's books in teaching about sustainability is carefully explored, as are the ethical and aesthetic dimensions of environmental education. Including an afterword by Arjen Wals, Professor of Transformative Learning for Socio-Ecological Sustainability, the book will be of great interest to students and researchers in the field of sustainability education. (shrink)

The article is devoted to one of the crucial aspects of sustainable development, with the example of analyzing the possibilities for the development of environmental education in the Russian Federation. The article analyzes the possibilities of the current Russian Federal State Educational Standard for general and higher education in implementing the ideas of education in the interests of sustainable development. The methodological principles and philosophical foundations of environmental education are considered to (...) designate the worldview guideline of ecological thinking. The tasks of the state educational policy of the Russian Federation in the field of environmental education and the implementation of the concept of sustainable development are considered. The article describes the representation of the concept of sustainable development in the state policy of the Russian Federation, in the field of environmental education in the requirements of the Federal State Educational Standard for various subject areas and training courses related to the topic of environmental development in school and university education. The strategic goal of environmental education in Russia is the formation and development of an environmental outlook among students of all ages, which is based on scientific knowledge, environmental culture, and ethics. The continuity, basic principles, and trends of the implementation of environmental education in the Russian Federation are shown. (shrink)

ABSTRACTIn this article, we provide guidance for the implementation of education for sustainable development in schools. We combine Bhaskar's Transformational Model of Social Activity,...

Understanding how best to educate for sustainability must be a priority in this time of environmental uncertainty. This commentary examines the role of inquiry-based learning in education for ….

I examine the opportunities and challenges in focusing on heuristics and testimony as a means to deconstruct thinking about sustainable development. Also, I posit the use of the Visual Cues ….

Three decades ago, the term Education for Sustainable Development (ESD) entered educational discourse. However, it is important to note that the concept of ‘ESD’ did not emerge from scholarly debates on education, rather as a tool to carry forward the agenda of sustainable development. As a result, it has been conceptualized in many different ways. This article is an attempt to further the debate on ESD-conceptualization. The paper discusses connections between constructivism, transformative learning, and (...) Erich Fromm’s idea of ‘to be’ and argues that the focus of ESD needs to change from narrow behavioural outcomes to emancipating learners to ask critical questions, decide (without the influence of anonymous authority of capitalism) and engage in activities that allows them to develop an authentic relationship with their world. The article suggests that consistent opportunities (inside and outside the classroom) to reflect and question the ‘having’ mode and taking steps towards ‘being’ mode will address the problem of ‘otherness’ and contribute towards a more sustainable world. (shrink)

This article explores the significance of sustainability and several ways in which education for sustainable development can be considered. It presents several issues related to the theories of sustainability and ESD, which are generated based on a firm concept of anthropocentrism. ESD has been used for developing a scientific understanding of the world and is expected to effectively address the environmental damage facing humans. However, this is a narrow view of sustainability, through which learners do not gain (...) an authentic understanding of nature. If the phenomenon of ecological interdependence is true, a non-anthropocentric stance of sustainability is the actual representation required for ESD teaching. Ecological wisdom in Buddhist philosophy indicates that natural sustainability corresponds to human living in harmony with the natural environment, an insight derived particularly from the Buddhist concept of the no-self. Instead of denying the existence of ‘I’, the no-self is the loss of self-preoccupation. This notion highlights the non-dual relation between the self and this world. If I am I and nature is nature, then human sustainability differs from natural sustainability. Only when I am nature and nature is I can natural sustainability translate into human sustainability. This state presents actual sustainability for humans. Regarding ESD, it can be achieved by coming to nature, and learning to see nature in ourselves. As nature does, it comes to all beings, manifesting itself in all beings. (shrink)

Young people have an enormous stake in the present and future state of Earth. Almost half of the human population is under the age of 25. If young people’s resources of energy, time, and knowledge are misdirected towards violence, terrorism, socially-isolating technologies, and unsustainable consumption, civilization risks destabilization. Yet, there is a powerful opportunity for society if young people can participate positively in all aspects of sustainable development. In order to do so, young people need education, political (...) support, resources, skills, and hope. This volume offers a global perspective on education initiatives by and for young people that promote a transition to sustainability. It includes 38 essays co-authored by 68 contributors from 25 nations, representing a diversity of geography, gender, and generation. "The development of youth leadership has been a central concern of my professional work. Young people have a lot to offer to sustainable development and should participate in planning for our planet’s future. This rich collection of theoretical and practical approaches captures the growing response of young people to this challenge. I am particularly pleased with the attention paid to the role of often-underrepresented regions of the world, to the role of women, and to the Earth Charter in the creating of a peaceful and sustainable future." Julia Marton-Lefèvre, Director General of IUCN (International Union for Conversation of Nature), and former Rector of the University for Peace "This book is a rich, global tapestry depicting the inter-linkages among youth, education and sustainable development. What is particularly interesting is that it shows how education, at all levels, can be a powerful engine for promoting sustainability. This work is an important contribution to the United Nations Decade of Education for Sustainable Development." Goolam Mohamedbhai, Secretary-General, Association of African Universities, and Past President, International Association of Universities "This important and skillfully-prepared book comes at a critical time.... A great strength of this volume is that it blends together theoretical and practical insights regarding education for sustainable development by and for young people. It is written from diverse cultural perspectives from all world regions. Readers, from many fields, especially young people and their teachers, will find it timely and relevant. I hope that it will inspire the younger generation to get involved in seeking solutions to the challenges we face." James Gustave Speth, Former Administrator of the United Nations Development Programme, and Dean Emeritus of the School of Forestry and Environmental Studies at Yale University "It is my hope that you are inspired, as I have been, by Young People, Education, and Sustainable Development: Exploring Principles, Perspectives, and Praxis, for the stories in this volume are full of the possibilities that emerge when we honor and support young people." Ruud Lubbers, Former Prime Minister of The Netherlands, and past United Nations High Commissioner for Refugees. (shrink)

Modern education attaches great importance to interdisciplinary skills, among which computational thinking is a core element, and heralds a new era. IT application has shaped education in the 21st century. Computational thinking has provided further impetus for building an all-encompassing social network and fostering a DIY culture enabled by digital technologies. One empirical study used four apps to test children's development in computational thinking and fluency. The article will help students overcome their fears of coding. Peer reviews (...) provide students with an opportunity to learn from each other and become more motivated. These reviews also serve as feedback for teachers to evaluate students' performance. Experimental design is used in this study, and a peer review system is implemented. Freshmen attending a programming class in a university are used as samples. At the class, students write computer programs with f-Chart, which provides a graphical user interface for students to learn programming logic and design. Zuvio, a cloud-based interactive response system, is used to conduct the peer reviews. The data of this study are analyzed through R. The results show not only an improvement in students' learning performance but also a gap between students' peer review scores and teachers' evaluation scores. Learning feedback and evaluation is crucial to transform education between students and teachers into a sustainable cycle system. (shrink)

주지하듯이, 환경 교육은 시대적으로 요구되는 절실한 문제이다. 특히, 학교 수업을 통한 환경교육은 학교에 취학하는 모든 학생들이 의무적으로 교육을 받게 된다는 점에서 광범위한 영향을 끼칠 수 있으며, 또한 환경 및 생태계에 대한 기본 개념이 형성되는 시기가 초등학교 과정이라는 점에서 교육적인 중요성을 갖고 있다. 그러나 초등교육에서는 ‘환경’이 독립된 교과목으로 설정되어 있지 않고 각 교과 교육과정에서 부분적으로 언급되고 있을 뿐이어서, 총체적이고 구체적인 접근보다는 대부분 단편적인 각론에 그치고 있는 형편이다. 따라서 현재 우리 사회에서 발생되는 환경문제에 관한 다양한 기존의 학문적 접근과 논의를 기초로 하여, 시대적으로 (...) 요구되는 지속가능 발전을 위한 초등학교 환경교육 방향을 모색해 보고, 그 적용 가능성을 탐구하는 것은 의미 있는 작업이 될 것이다. 환경의 개발과 보존 간의 조화를 강조하는 지속가능 발전 개념은 미래 세대의 욕구를 충족시킬 수 있는 능력을 위태롭게 하지 않고 현 세대의 욕구를 충족시키는 발전이라는 의미를 갖는 것으로, 개발과 보존이라는 측면에서 경제적인 개발보다는 환경 보존이 우선적으로 고려되어야 한다는 점을 언표하고 있다. 따라서 지속가능한 발전을 위한 환경 교육의 주요 관건은 ‘생명존중과 자연보존’이라는 가치관의 문제에 있으며, 이러한 올바른 가치관은 교육을 통하여 함양된다. (shrink)

In this innovative and cogent presentation of her concept of sustainable happiness, Catherine O’Brien outlines how the leading recommendations for transforming education can be integrated within a vision of _well-being for all_. Solution-focused, the book demonstrates how aspects of this vision are already being realized, and the potential for accelerating education transitions that enable people and ecosystems to flourish. Each chapter assists educators to understand how to apply the lessons learned, both personally and professionally. The aim is (...) to support educators to experience themselves as change-makers with growing confidence to implement new teaching strategies and inspire their students to become change-makers as well—engaged in deep learning that develops character, connections with life, and invigorating collaborations that revitalize the very purpose of education. (shrink)

Nigeria’s high rate of insecurity has reached a stage where people’s safety is no longer guaranteed. This article examines the extent to which the current high rate of insecurity in Nigeria has affected sustainable development in the country. The increasing insecurity situation is now in a state where kidnapping has become the norm, and destruction of lives and property has become a daily reoccurrence, affecting all efforts to achieve sustainable development in Nigeria. This article aims to (...) reflect on some of the recent cases of insecurity in Nigeria to ascertain the major implication of these insecurities on education, religion and the economy, and seeks ways to curb the insecurity menace in Nigeria. It is also indicated that religion has been used to incite the perpetrator’s action as various terrorist groups misinterpret the religious texts to justify their actions. The article concludes by arguing that religion can provide the needed coherence and social control needed to fight insecurity in Nigeria jointly, and once the difference in diversity is handled through cohesion and the social control function of religion, all stakeholders will be able to unite and fight insecurity off from the society. It therefore recommends that religious leaders should form the minds of Nigerians with the true contextual meaning of the religious text used to instigate insecurity.Contribution: This article highlighted the major implications of insecurity on education, poverty and the economy, which have greatly affected development in Nigeria. The article brings to light a theological reflection of the role religion can play in providing the coherence and social control needed to jointly fight insecurity in Nigeria. This work would greatly benefit religious bodies, government, civil society and students. (shrink)

This article utilises Gadamerian hermeneutics method and Freirean theory of the purpose of Religious Education to explore how Religious Education can contribute to achieving United Nations Sustainable Development Goal (SDG) 4, emphasising education for sustainable development. The study contends that Religious Education in Lesotho occupies a distinctive position in the education system, surpassing other countries in its extensive integration. Due to historical factors, Religious Education is taught in nearly all religiously (...) affiliated schools, comprising about 90% of all educational institutions in Lesotho, and even in certain public schools. The curriculum of Religious Education in Lesotho aligns directly with the educational objectives of SDG 4. Additionally, Lesotho’s Religious Education corresponds to three levels of school education for sustainable development: whole school approach, classroom approach, and community approach. Nevertheless, the study asserts that for Religious Education in Lesotho to better align with education for sustainable development, various enhancements are required. Firstly, inclusivity across all religious traditions is essential, moving beyond a sole focus on Christianity. Secondly, there is a need for wider dissemination and implementation of Religious Education in all schools, irrespective of their affiliation. Lastly, a shift from traditional pedagogies to transformative approaches is recommended to boost the effectiveness of Religious Education in advancing sustainable development.Contribution: This article contributes by analysing Lesotho’s case and its implications for enhancing Religious Education teaching to effectively address SDGs. It broadens existing knowledge on Religious Education’s potential as a platform for sustainable development and provides recommendations for its improved implementation in a specific context. (shrink)

Significant global events in recent years have had a substantial impact on the nursing profession. The COVID-19 pandemic, climate change, and systemic racism are a few of the many complex issues that create a landscape of disruption and uncertainty in healthcare. With the aims of protecting both people and the planet, the United Nations’ Sustainable Development Goals offer a road map to combat these global concerns, yet require more widespread consideration as a way forward. Education on the (...) Sustainable Development Goals is recognised as a key aspect for healthcare professionals to take action towards achieving the targets of the goals. For student nurses, the undergraduate curriculum offers an opportunity to enculturate future nurses on the important role they play in the global agenda to transform our world. Brazilian pedagogue Paulo Freire's theoretical approach to education, critical pedagogy, espouses transformation with conscientization, dialogue and liberation, which may create a paradigm shift toward global action. This discussion paper seeks to provide an argument for embedding the Sustainable Development Goals into nursing curricula using the philosophies of Freire's critical pedagogy. It will argue that a critical approach to education is required to create the transformation needed for student nurses to be educated on the Sustainable Development Goals. (shrink)

There is growing global consensus that inequality is making sustainable development goals unattainable. Social inclusion of the historically marginalized and equality of opportunity is crucial for sustainable development. Inclusive quality education for all is therefore considered as one of the three main targets for sustainable development according to UNESCO’s Incheon declaration in 2015. This paper draws on an institutional ethnography of a globally interconnected old colonial school’s inclusive pedagogic work in postcolonial India. The (...) school’s work has been much celebrated in existing research by academics, global donor agencies and also by the Indian government’s Sarva Shikshya Abhiyan office. This paper analyses how the school conceptualized a distinct inclusive pedagogy to educate the hearts and the minds of children driven by local community needs for social inclusion within a context of extreme inequality. This paper argues that the school’s conception of inclusive education addressing the diverse learning needs of children developed as a syncretic cultural formation drawing on its institutional mission for social justice, as well as indigenous history of educational reform and philosophy of community engagement. In doing so, this paper engages with the ‘philosophy of context’ and draws on the ‘southern theory’ of inclusive education as envisioned by Rabindranath Tagore, indigenous education reformer and Nobel Laureate poet activist during early twentieth-century colonial British India, who challenged both local and global inequality through his creative and educational work. (shrink)

Entrepreneurship education with a focus on sustainable development primarily teaches students to develop a profit‐driven mentality. As sustainable development is a value‐oriented and normative concept, the role of individual ethical norms and val‐ ues in entrepreneurial processes has been receiving increased attention. Therefore, this study addresses the role of moral competence in the process of idea generation for sustainable development. A mixed method design was developed in which would‐ be entrepreneurs were subjected to (...) a questionnaire (n = 398) and to real‐life deci‐ sion‐making processes in a case assignment (n = 96). The results provide stepping stones for implementing (moral) competencies in entrepreneurship education as a possible avenue to move away from a sole focus on a profit‐driven mentality. (shrink)

Training for sustainable development is an educational challenge of prime importance. Physical activity and sports in natural environments provide training committed to sustainability and environmental education. The objective of this study was to assess the effects of an undergraduate training program in Physical Activities and Sports in Natural Environments concerned with sustainable development. A total of 113 students from the Autonomous University of Madrid who are studying a Bachelor’s Degree in Physical Activity and Sports Sciences (...) and a Master’s Degree in Teacher Training for Secondary Education and High School were involved. Specifically, we aimed to assess the impact of this training program on three dimensions related to Environmental Education. Its effect was also examined bearing in mind students’ sex, age and educational profile. Mixed-methods were used: for the quantitative approach, data were collected with the Environmental Attitude in Physical Activities in Natural Environments validated scale; for the qualitative approach individual reflective diaries completed by students that attended the program were analyzed. The results show positive effects on the students regarding the three dimensions of Environmental Education, for both the sportive and educational training profiles. The quantitative results do not present significant differences concerning the gender variable, although the qualitative information shows that female students perceived a greater environmental sensitivity during their practices. Regarding the age variable, significant differences are found in the youngest students with an educational profile. To conclude, the study ratifies that the program carried out generated improvements in terms of knowledge, behaviors and attitudes toward the environment and sustainable development. Future research should use larger samples and consider other variables related to education for sustainability. (shrink)

Society invests in the education of engineers because it is expected that the works of engineers will bring good results for society. Because the work of engineers is not value free or neutral, it is important that engineers are educated in the important principles of the social sciences and humanities. This education is essential for the awareness and understanding of what is good for society. Therefore the concept of sustainable development should be part of an (...) class='Hi'>education in engineering but only when the social sciences are also a part of it. (shrink)

The article considers questions about the role and significance of art education in the context of ensuring sustainable development of society. The features of the development of art education in the postmodern era, its functions and specific features are analyzed. The interdependence of arts education and sustainable development are characterized. The exceptional importance for ensuring sustainable development of an appropriately oriented and updated arts education was emphasized. In particular, it (...) seems possible to ensure a change in stereotypes, ways of thinking and actions of people, the formation of appropriate motivation and public opinion in the context of applied nature through the influence of art. Ways to improve art education with the aim of ensuring sustainable development are proposed: integration of formal and non-formal art education, ensuring innovativeness, interdisciplinarity and multiculturalism of art education, creating an inclusive environment in higher educational institutions. We see prospects for further scientific research in the creation of a model for training specialists with certain properties and substantiation of the features of its implementation in real conditions of the educational process in higher education institutions of the artistic direction. (shrink)

This paper investigates the alignment of business school curriculums with the Sustainable Development Goals, utilising a case study of Griffith Business School, Australia. The study utilises an audit of keywords to map content and concepts associated with the goals, targets and indicators of SDGs. The audit results revealed that although there was already considerable uptake of key SDGs concepts throughout the undergraduate programs, in particular Goal 16, there were some gaps. Feedback from teaching staff on the results was (...) combined with existing literature and industry/government approaches to offer considerations for future curriculum development that seeks to better integrate SDGs and sustainability. This work contributes to ongoing discussions about sustainability curriculum development and links previous research with the emerging SDG agenda in business schools. The practical nature of this research lends to direct transfer of method to other business schools who are wishing to map and develop their curriculum in relation to the SDGs. (shrink)

Sustainable development in education is one of the goals promoted by United Nations in relation to human development. It is also a great challenge for most countries, including China. Achieving educational equity is one of the keys to the success of the sustainable development in education. Faced with the complex challenges of regional, urban-rural and inter-school disparities in education, China's central and local governments have been working in order to promote sustainable (...) development in education and improve educational equity. A variety of solutions have been proposed to address inequities and achieve significant results. In the process of practice, some reflections on encountered and potential problems have also been made, accompanied by discussions. (shrink)

This case study presents an alternative educational methodology in a sustainability-based course for tourism management projects. The course is designed to overcome some of the difficulties of teaching responsible management in the classroom setting. By extending learning beyond the classroom and partnering with stakeholders, the course aims to integrate practical knowledge and skills development in students. The case details the learner-centred approach used in classroom teaching, faculty-led and student-led field studies. Adopting a systems approach, results are evaluated for the (...) multiple stakeholders of the course. This educational methodology will be helpful to curriculum developers and educators who wish to integrate collaborative learning experiences or place-based education into their courses or curriculum. Lessons learned during the planning and implementation of the course will lead further research in developing similar courses in responsible management. (shrink)

ABSTRACTThe rapid expansion of primary education in Ethiopia has enabled most children to attend primary education—or at least to start schooling. This expansion, however, is largely “symbolic” rat...

With the increasing importance of teaching sustainable development (SD) in cultivating knowledgeable and responsible citizens who actively contribute to the environment, economy, and society, there is a pressing need for expertise within the teaching profession, particularly among social studies educators. This research aims to explore the professional knowledge, skills, and wisdom of social studies teachers in effectively integrating SD into the current geography curriculum. Seven high school geography teachers participated in this multiple case study, revealing the distinct knowledge (...) base components necessary for teaching SD in the geography classrooms. Findings reveals how geography teachers utilize and evolve their professional knowledge base and the interplay between these components through the transformations in teachers’ knowledge bases before, during, and after professional development. (shrink)

When dealing with complex value-driven problems such as sustainable development, individuals need to have values and norms that go beyond the appropriation of tangible business outcomes for themselves. This raises the question of the role played by individual moral antecedents in the entrepreneurial process of opportunity recognition for sustainable development. To answer this question, an exploratory empirical research design was used in which 96 would-be entrepreneurs were subjected to real-life decision-making processes in an online environment. The (...) participants were guided through the process of opportunity recognition for sustainable development. Furthermore, they were subjected to several tests linked to individual moral antecedents. The mixed methods design used to analyze the results led to the conclusion that pro-environmental behavior values and moral competencies are important indicators of the ability to recognize opportunities for sustainable development. These results provide useful insights about relating moral antecedents to idea generation for sustainable development and can help researchers, higher education institutes, and sustainable entrepreneurs to further develop the concept of sustainable entrepreneurship and its underlying processes. (shrink)

The Leuphana Semester at Leuphana University Lüneburg, together with the module “Science bears responsibility” demonstrate how innovative methods of teaching and learning can be combined with the topic of sustainable development and how new forms of university teaching can be introduced. With regard to module content, it has become apparent that, due to the complexity of the field of sustainability, a single discipline alone is unable to provide analyses and solutions. If teaching in higher education is to (...) adequately deal with this complexity, then it is necessary to develop inter- and transdisciplinary approaches that go beyond a purely specialist orientation. (shrink)

Ensuring that their work has a positive influence on society is a responsibility and a privilege for engineers, but also a considerable challenge. This book addresses the ways in which engineers meet this challenge, working from the assumption that for a project to be truly ethical both the undertaking itself and its implementation must be ethically sound. The contributors discuss varied topics from an international and interdisciplinary perspective, including: · robot ethics; · outer space; · international development; · internet (...) privacy and security; · green branding; · arms conversion; · green employment; and · deliberate misinformation about climate change Important questions are answered, such as: · what is meant by engineering ethics and its practical implications; · how decisions made by engineers in their working lives make an impact at the global as well as the local level; and · what ethics-related questions should be asked before making such decisions. Engineering Ethics, International and Environmental Stability will be a valuable resource for practising and student engineers as well as all who are interested in professional ethics, especially as it relates to engineering. Researchers and policy makers concerned with the effects of engineering decisions on environmental sustainability and international stability will find this book to be of special interest. (shrink)

Implementing sustainable development is one of the essential tasks in the current human activity in managing our planet's natural resources. It is a challenge not only for ecology, demography, anthropology and philosophy but also turns out to be a challenge for other disciplines supporting research on the nature of the human species and its changes. The practical implementation of this idea assumes a detailed knowledge of the factors determining the development of civilisation, as well as the factors (...) that disturb this development. In this article, we present arguments that, through modelling, illustrate the historical regularities of the development of the human race, starting from the Neolithic Age through the Bronze Age, Iron Age, and early Middle Ages (models 2–5), to the contemporary image of civilisation development (model 6). These arguments show that in the past, the history of civilisation was fundamentally influenced by three factors: biological, social and cultural. However, in the modern era, an important fourth factor emerges, which is the cognitive factor. Moreover, the historical approach to development (models 2–5) fits into the so-called Malthusian pattern of development, which follows an exponential curve (models 2–5). In contrast, the development of modern civilisation (model 6) follows the Volterra pattern, which is modelled on a logarithmic curve. We hypothesise that the transition from the Malthusian to the Volterra pattern took place precisely due to a new development factor—the cognitive factor. The increase in its rank in the history of civilisation development is presented using a four-factor model. We present the characteristics of this factor and place it in our model, showing how it will fundamentally determine the optimisation of the principles of sustainable civilisation development. In the conclusion of the given argumentation, we emphasise the need to promote various forms of education as the primary tool of humanity in pursuit of sustainable development. (shrink)

In the field of education for sustainable development (ESD), the theoretical background is often absent (Considère and Tutiaux-Guillon, 2013 ; Tutiaux-Guillon, 2013), suggesting that a shared culture would be established and practices would be self-evident. Indeed, the exploration of ESD pedagogies highlights epistemological bases that are absent, incomplete or very personal and ideologically marked. We base our argument on the results of our thesis, defended in 2018 and based on a methodological device that has enabled us to (...) collect the statements of more than a thousand French primary and secondary school teachers about their practices in ESD. The instrumented analysis of the concepts of the anthropological theory of didactics (ATD) developed by Chevallard (2011a) with the notion of « praxeology » highlights a clear gap existing between the pedagogical modalities implemented and the theoretical support at the origin of these pedagogies. In this context, the highlighting of a certain number of references from the scientific literature suggests that certain supports can be identified (and that certain obstacles can be overcome) in order to work towards a shared pedagogical culture and effective professional development for teachers. (shrink)

This study aims to reveal the contributions of teacher education to social sustainability in an African context. The study explored the gaps and connections between multiple layers of policy, global, regional, and national educational targets, and the voices of teacher education tutors and students from a local teacher education college in the Copperbelt region of Zambia. Semi-structured interviews were employed to gather participants’ views on their aspiration, knowledge transformation and professional capacity. Employing a critical realist approach, the (...) study identifies four key ‘moments’ in teacher education (Robertson and Dale, 2015) and reveals dedicated teacher education practices that aim to support national economic development local demands for specialised subject knowledge, along with family and individual human needs within communities. The findings lead to a discussion mapping critical teacher education that promotes social sustainability within the Global South, emphasising the significant roles of teacher education in fostering a comprehensive understanding of societies and human well-being, encouraging reciprocal knowledge exchange within communities, and supporting the continued professional development of teachers. (shrink)

Learning English is still challenging, especially for Papua and non-Papua undergraduate students in several conflict areas of Southwest Papua. Few studies have been conducted on the most effective method to teach English as a conflict language. This research investigates undergraduate students' perceptions when they learn English vocabulary using Kagan's fan-n-pick structure implemented in primary school teacher education study programs. The use of questionnaires and interviews to explore 26 undergraduate students’ perceptions of Kagan’s fan-n-pick structure in learning English vocabulary. This (...) study is a content analysis employing descriptive qualitative. The content analysis for this study examines the range of types and frequency of students' perceptions. It is concerned with analyzing and presenting the data in percentages of questionnaires and content interviews. The findings of this study highlight the benefits of the method that relate to the five principles of the cooperative learning approach. Kagan’s Fan-N-Pick affected the student’s ability to think, communicate, collaborate, and build teams in English learning, especially in terms of vocabulary acquisition. It improves the receptive and productive vocabulary skills of undergraduate students. This helps students solve problems both individually and in groups. It fosters engagement, participation, social interaction, flexibility, and adaptability while being simple and accessible to areas with humanitarian crises. It concludes that the FNP structure can be used to prepare pre-service teachers at the primary education level, helping them develop skills in real situations, and fostering respect for diversity, which they will pass on to their future students by incorporating basic and flexible strategies into conflict-ridden environments. (shrink)

This essay reflects on the values of _slowness_ and _resistance_ as fundamental ideas directly opposed to modern culture's ideals of _effectiveness_ and _smoothness_ and discusses how music from the Western classical music tradition can offer such values in music education. At the same time, _how_ we listen to music is highlighted as equally important as _what_ we listen to. Values like slowness and resistance are seen as important critical ideas, not only in the bubble of aesthetics, music, and music (...) education, but also in general discussions of consumeristic modern culture, characterized by unsustainable ideas of constant action and economic growth. Slowness and resistance in musical experience is argued to be important in forming the future of music education for sustainable development. The Korean-born German philosopher of art and cultural theorist Byung-Chul Han's discussion of the concept of beauty, is central for the ongoing reflections in the essay. Martin Heidegger's aesthetics of unveiling, and Hannah Arendt's concept of _vita contemplativa_, as well as music of the Estonian composer Arvo Pärt and the Icelandic singer Björk, are also involved in the discussion. (shrink)

For business to flourish, society must flourish. In today's global economy, business serves the common good not only by producing goods and services but also by reaching out to the many who are not even in the market because they lack marketable skills and the resources to acquire them. _Sustainable Development: The UN Millennium Development Goals, the UN Global Compact, and the Common Good_ contains twenty-two essays that document the work of Western companies, working through the UN Global (...) Compact and its Principles of Responsible Investment and the Principles for Responsible Management Education, to shape more peaceful and just societies. Seven case studies by leading businesses and private-public partnerships—including Microsoft, Merck, Sumitomo Chemical, Nestlé, Coca-Cola, Novartis, and Levi Strauss—outline their projects, especially those advancing the MDGs designed to alleviate dire poverty. Twelve chapters reflect on some of the conceptual issues involved with the MDGs, and the three concluding essays examine the future of the UN Global Compact, of the Millennium Development Goals, and of the role of business enterprise in society._ "The United Nations Global Compact is a major initiative in the worldwide effort to ensure the fair distribution of the enormous wealth generated by the globalization of corporate capitalism, an initiative of interest to all nations, corporations public and private, and the present and future citizens of the world. This volume comprises original contributions from the foremost scholars in the field. These papers are the state of the art in the scholarly examination of the international efforts on the part of private enterprise to assist in economic development and forging peace." — Lisa H. Newton, Fairfield University_. (shrink)

Employability is an important indicator of the competency of the employees. Employability model is a useful analytical framework for studying the ever-changing relationship between higher education and the job market. At present, the demand for business English graduates is increasing, however, there is a skill gap between their educational readiness and the recruitment requirements. In order to solve this problem, this study adopted mixed methods research and carried out the research design according to the exploratory sequence design to construct (...) an employability model for business English graduates. A 46-item scale was developed to measure the employability of business English graduates’ employability. After assessment, it was found that the employability of business English graduates was multi-dimensional, with three dimensions—professional knowledge, generic competencies, and career management and 10 sub-dimensions—English language skills, foreign trade competencies, computer and internet application skills, social skills, learning and development, personal traits, thinking ability, work ethics, career identity and planning, and service awareness. This study verified that the employability of business English graduates reached the standard of talent training and met the requirements of employers. There were employability differences in gender, places of origin and educational institutions. From this study, it could be inferred that cultivation of business English majors should be multi-dimensional. (shrink)

The dominance of capitalism, through the hegemony of neoliberal ideology, is maintained as an illusion through the use of four main strategies. In order to obtain the consent of the population, mass schooling tends to produce graduates who accept this illusion because they are vulnerable to these strategies and cannot imagine a post-capitalist world. However, through education, people can better appreciate the problematic reality of unbridled capitalism, such as the degradation of the global ecosystem. It is argued here that (...) programs which are designed to address these problems, such as Education for Sustainable Development, are dependent upon citizens developing a critical consciousness. This consciousness is firstly able to confront the four strategies maintaining capitalism’s dominance. It is argued that an education which engages with spiritual ideals and values regarding how a good life is understood in an aspirational sense, enables people to engage with the dominance of capitalism and to envision other possibilities for society in which capitalism is harnessed to serve the greater public good. This requires education’s ontology – as the character of students – to critically read the world, imagine possibilities which can constitute a good life, and are courageous to enact the social actions required to make these ideals a reality. This is made possible by an education which returns to the spiritual roots of ideals. (shrink)