How do you define Sustainability?

Discuss your definitions

Different Perspectives on Sustainability:

A famous and very broad definition:

‘Development that meets the needs of the present without compromising the ability of future generations to meet their own needs'

(World Commission on Sustainable Development, ‘Brundtland Report’ 1987)

A Government definition of sustainability ( raises questions over how sustainable is mainstream definitions of ‘development’)

‘Sustainable development is about ensuring a better quality of life for everyone now and for generations to come.This means meeting four objectives at the same time, in the UK and the world as a whole:• Effective protection of the environment;• Prudent use of natural resources;• Social progress that recognises the needs of everyone;• Maintenance of high and stable levels of economic growth and employment.’(Government Sustainable Development Strategy, July 1999)

o Economic growth is a major component of development – indeed it has until recently been seen by some as both the means and the goal of development. As the economy grows, pressures on the Earth’s natural systems and resources intensify. For instance, from 1950 to 1997:

- the use of lumber tripled,

- the use of paper increased six fold,

- the fish catch increased nearly fivefold,

- grain consumption nearly tripled,

- fossil fuel burning nearly quadrupled, and

- air and water pollutants multiplied several fold.

o The unfortunate reality is that the economy continues to expand, but the ecosystem on which it depends does not, creating an increasingly stressed relationship.

(UNESCO, January 2005) Draft Implementation Strategy for the Decade of Education for Sustainable Development

A more socially orientated version of Sustainable Development:

“Sustainability relates to ways of thinking about the world, and forms of social and personal practice that lead to:

• ethical, empowered and personally fulfilled individuals;

• communities built on collaborative engagement, tolerance and equity;

• social systems and institutions that are participatory, transparent and just; and

• environmental practices that value and sustain biodiversity and life-supporting ecological processes.”

Hill et al. (2003) The Sustainability Curriculum: The Challenge for Higher Education. London: Earthscan

Respect for the dignity and human rights of all people throughout the world and a

Commitment to social and economic justice for all;

Respect for the human rights of future generations and a commitment to intergenerational responsibility;

Respect and care for the greater community of life in all its diversity which involves the protection and restoration of the Earth’s ecosystems;

Respect for cultural diversity and a commitment to build locally and globally a culture of tolerance, non-violence and peace. 

(UNESCO, January 2005) Draft Implementation Strategy for the Decade of Education for Sustainable Development

So what kind of issues can be included?

'human rights, peace and human security, gender equality, cultural diversity and intercultural understanding, health, HIV/AIDS, governance, natural resources, climate change, rural development, sustainable urbanisation, disaster prevention and mitigation, poverty reduction, corporate responsibility and accountability, and the market economy.‘ (UNESCO) Draft Implementation Strategy for the Decade of Education for Sustainable Development [online]

Agenda 21: Chapters, Statement, and Conventions

Section 1 - Social and Economic Dimensions: International cooperation, Combating poverty, Changing consumption patterns, Population and sustainability, Protecting and promoting human health, Sustainable human settlements, Making decisions for sustainable development.

Section 2 - Conservation & Management of Resources Protecting the atmosphere, Managing land sustainably, Combating deforestation, Combating desertification and drought, Sustainable mountain development, Sustainable agriculture and rural development, Conservation of biological diversity, Management of biotechnology, Protecting and managing the oceans, Protecting and managing fresh water, Safer use of toxic chemicals, Managing hazardous wastes, Managing solid waste and sewage, Managing radioactive wastes.

Section 3 - Strengthening the Role of Major Groups Women in sustainable development, Children and youth, Indigenous people, Partnerships with NGOs, Local authorities, Workers and trade unions, Business and industry, Scientists and technologists, Strengthening the role of farmers.

Section 4 - Means of Implementation Financing sustainable development; Technology transfer; Science for sustainable development; Education, awareness and training; Creating capacity for sustainable development; Organizing for sustainable development, International law; and Information for decision making.

University of Wisconsin (date unknown), ESD Toolkit [online].

Why Bother?

Why Bother? As environmental industry regulations increase;

more industries and business will have to account for their sustainable practice e.g. ISO 14001, WEEE, REACH

Government C02 reduction targets for UK of 80% by 2050 on 1990 levels will effect virtually every area of business

Can lead to positive action

Useful for marketing and increasing your employability

Can bring you new creative stimula

Personal ethics, for your conscience?

Example: Fashion Industry

Recruitment of Fashion & Textile graduates with knowledge and skills in social, environmental and ethical issues

67.9 per cent of respondent companies recruit new graduates, with 75.9 per cent feeling that it is either‘very important’ or ‘quite important’ that new recruits have knowledge and skills regarding social,environmental and ethical issues.Ethical fashion companies typically commented that this was vital to their company, but larger well-knownbusinesses also commented on the growing importance of these knowledge and skills in their workforce:

“[ ] this is a must, and is vitally important to the trust and respect of international businesses”, Nic Galway,Adidas.

“It is the backbone to our company”, Elaine McFarlane, Marks and Spencer.

“Graduates must be aware of fashion’s impact on the world and how designers can influence ranges so theycan have a positive effect”, Yvonne Dale, John Lewis Plc.

Opinion on whether graduates are well equipped with the required knowledge and skills in the area wasmixed however, with half finding them ‘good’ and just under half being of the opposite opinion and ratingthem ‘poor’. Only 4 per cent found them to be ‘very good’. When probed further, respondents foundgraduates to be average in all areas: design, construction, technical standards, sourcing of materials, workingconditions, labour rights, corporate social responsibility, energy reduction, emissions reduction, wastereduction and product use.

Source: Green Collar Graduates for the Future of the Fashion Industry: A research study by the Centre for Sustainable Fashion: June 2009, Centre For Sustainable Fashion LCF.

http://www.ellenmacarthurfoundation.org/education/publications

http://www.youtube.com/watch?v=N-cWaRRLh3k&feature=youtube_gdata_player

What Aspects of Sustainability Matter to You?

Take a few minutes to just jot down some of your own values and ethical priorities

What impacts does your course or subject of study have on Society, Environment, Your community, Yourself?

What do you know of the sustainability issues of your subject?

(Use the Mindmap)

Photography

What questions do you have about sustainability and your subject/course

What can you find out?

What more can you do? (e.g. can you spread your knowledge, collaborate with others, make your views heard, e.t.c.? )

(Can use mindmap again)

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