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World Trends in Education for Sustainable Development

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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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Making Environmental Connections in Courses in the Humanities and Social Sciences

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Colleen Boyd, Sue Guillaud, Mai Kuha, Lisa Kuriscak, Melinda Messineo Abstract Purpose: Mapping out environmental connections to course themes in the humani- ties and social sciences is a rewarding but perhaps often overlooked process that can ultimately make course content more grounded and relevant to students. This paper describes pedagogical interventions in a variety of disciplines to raise student awareness of environmental issues across the curriculum. Design/methodology/approach: Faculty from four departments engaged in con- tent-based instruction and provide suggestions in this paper for incorporating such an approach into humanities and social science classrooms. Findings: This paper reports on environmental connections made in a range of courses in the humanities and social sciences by faculty at Ball State University. In each case, ecological themes were incorporated in ways that reinforced and enriched course content. Pedagogical outcomes are noted and general guidelines are provided for others to incorporate environmental issues in their courses. Originality/value: In the applied sciences and physical sciences, the path seems fairly clear for faculty who want to incorporate environmental issues in their courses. The connection seems less straightforward in the social sciences and humanities. For example, the potential environmental impact of learning to speak Spanish or French is not so immediately obvious. While efforts to integrate environmental connections in courses in geography, psychology, and writing have been reported in previous research, these efforts are not mainstream. This paper contributes to the growing body of work on environmental education by reporting on work in fields that typically do not...

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