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World Trends in Education for Sustainable Development

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Edited By Walter Leal Filho

It is widely acknowledged that sustainable development is a long-term goal, which both individuals and institutions (and countries!) need to pursue. This important theme is characterized by an intrinsic complexity, since it encompasses ecological or environmental considerations on the one hand, and economic matters, social influences and political frameworks on the other. This makes provisions in respect of education for sustainable development a particularly challenging task, but one which is feasible and achievable, provided the right elements are put into place. This book is an attempt to foster the cause of education for sustainable development, by documenting and disseminating experiences from different parts of the world, where learning for, about and through the principles of sustainability is taking place, in various sets and contexts, in both industrialized and developing nations. A special feature of this book is that it not only presents a wide range of philosophies, approaches, methods and analyses with respect to education for sustainable development across the world, but also documents and disseminates concrete case studies, which show how education for sustainable development may be realized in practice.

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Education for Sustainability Pedagogy: Ideological and Epistemological Barriers and Drivers

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Michael Littledyke, Evangelos Manolas Abstract Purpose: Education for sustainability (EfS) is an imperative, given the evident global damage that people are inflicting on the Earth, its climate and ecosystems and the unwillingness of people and governments to take appropriate action. However, EfS pedagogy is contested and its methods not clear. The chapter analyses im- portant barriers and drivers to EfS as a way to identify appropriate pedagogy. Design/methodology/approach: Evidence from literature is used to justify the im- portance and contradictions in present EfS support with focus on epistemological and ideological factors that promote or inhibit EfS. Originality/value: A rationale for appropriate pedagogy for EfS is presented with categories identifying pedagogic strategies to link knowledge, values and actions for sustainability. Introduction Human impact on the Earth is presently at its greatest in our history with potentially devastating global consequences, as illustrated by a statement from the Union of Concerned Scientists, which highlights the critical stage we are at in human history: Human beings and the natural world are on a collision course. Human activities inflict harsh and often irreversible damage on the environment and on critical resources. If not checked, many of our current practices put at serious risk the future that we wish for human society and the plant and animal kingdoms and may so alter the living world that it will be unable to sustain life in the manner that we know. (Union of Concerned Scientists 1992) Present levels of damage to the environment and the overall unwillingness of...

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