Edited By Walter Leal Filho
Education for Sustainability Pedagogy: Ideological and Epistemological Barriers and Drivers
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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