Introduction to Education Introduction to Education for Sustainable for Sustainable DevelopmentDevelopment

Denise SummersDenise SummersAutumn 2009Autumn 2009

Adapted from presentation by

Dr Stephen Sterling, Centre for Sustainable Futures, UoP, 20.3.08

Questions to ConsiderQuestions to Consider

• What is sustainability?What is sustainability?

• Why should we bother Why should we bother with it?with it?

• The challenge to educationThe challenge to education

• The implications of The implications of ‘sustainable education’‘sustainable education’

• ‘‘Sustainability literacy’ Sustainability literacy’ and competenciesand competencies

• A wonderful world?

What is sustainable development?

Development which meets:Development which meets:

• … … the needs of the present without the needs of the present without compromising the ability of future compromising the ability of future generations to meet their own needs. generations to meet their own needs.

taken from the influential Brundtland report ‘Our Common Future’ (World taken from the influential Brundtland report ‘Our Common Future’ (World Commission on Environment and Development, 1987, http://www.un-Commission on Environment and Development, 1987, http://www.un-documents.net/ocf-ov.htm#I.3) documents.net/ocf-ov.htm#I.3)

However, …However, …

• … … sustainability and sustainability and development are development are contradictory concepts and contradictory concepts and ‘sustainable development’ ‘sustainable development’ is just economic growth is just economic growth dressed up in the language dressed up in the language of deliberate obfuscation, of deliberate obfuscation, used knowingly or not by used knowingly or not by those who care nothing for those who care nothing for the Earth in order to fool us the Earth in order to fool us into thinking that they are into thinking that they are taking her concerns taking her concerns seriously. seriously. (Harding, 2006: 232)(Harding, 2006: 232)

• SelbySelby (2007: 249) is (2007: 249) is also concerned about also concerned about the concept of ESD and the concept of ESD and argues that “the argues that “the heating is happening” heating is happening” and calls for “education and calls for “education for sustainable for sustainable contraction” in which contraction” in which we accept the climate we accept the climate change threat, move change threat, move away from the current away from the current denial or “business as denial or “business as usual” mindset (Selby, usual” mindset (Selby, 2007: 265) and 2007: 265) and respond to the need for respond to the need for transformation.transformation.

• “Everything we thought was good turns out to be bad. It is an act of kindness to travel to your cousin’s wedding. Now it is also an act of cruelty. It is a good thing to light the streets at night. Climate change tells us it kills more people than it saves. … Climate change demands a reversal of our moral compass,

• for which we are plainly unprepared.” (Monbiot, 2005: 23)

In pursuit of happiness …In pursuit of happiness …

• If I were caught in the If I were caught in the trappings of wealth and trappings of wealth and power, I would be unable to power, I would be unable to live a truly comfortable, live a truly comfortable, creative, and compassionate creative, and compassionate life. Much of my time would life. Much of my time would be absorbed in taking care be absorbed in taking care of houses, cars, household of houses, cars, household gadgets, furnishings, gadgets, furnishings, paintings, silverware and paintings, silverware and china, computers, yachts china, computers, yachts and umpteen other things. I and umpteen other things. I would need to work hard to would need to work hard to earn enough not to meet my earn enough not to meet my needs but to service these needs but to service these possessions. (Kumar, 2006: possessions. (Kumar, 2006: 302)302)

• As Professor Daniel As Professor Daniel Kahneman of the Kahneman of the University of Princeton University of Princeton suggests, our suggests, our “standard of living has “standard of living has increased dramatically increased dramatically and happiness has and happiness has increased not at all increased not at all and in some cases has and in some cases has diminished slightly" diminished slightly" (Kahneman, 2007, (Kahneman, 2007, http://news.bbc.co.uk). http://news.bbc.co.uk).

Climate ChangeClimate Change

Image: free.images.co.uk

Image: free.images.co.uk

The Future isn’t What it Used to Be The Future isn’t What it Used to Be

stresses

unsustainability

uncertainty dense interdependence

globalisation complexity

ecosystem degradation

inequity

insecuritiesglobal warming peak oil

overconsumption

population pressures

The Learning & Skills Council The Learning & Skills Council StrategyStrategy

states that by 2010 all its providers states that by 2010 all its providers

“… “… will embed SD skills in education and training will embed SD skills in education and training programmes so that all learners are able to programmes so that all learners are able to

acquire these skills” acquire these skills”

and remind us that:and remind us that:

““Sustainability is a journey. If we wait until we Sustainability is a journey. If we wait until we understand everything, we will never start out …”understand everything, we will never start out …”

Aspects of Well-being

Basic Needs Food, shelter, secure livelihood

Good Health Physical and mental health and a robust natural environment

Healthy Social Relations A supportive social network

Security Personal safety and security of one’s possessions

Freedom The capacity to achieve one’s development potential

World Watch Institute

http://http://eduwight.iow.gov.uk/parent/my_child/images/EveryChildMattersteenagerspiderchart.pdfeduwight.iow.gov.uk/parent/my_child/images/EveryChildMattersteenagerspiderchart.pdf

Our generation is the first to Our generation is the first to knowinglyknowinglydegrade the environment at the degrade the environment at the expense of children now and in the expense of children now and in the future – a fact that challenges future – a fact that challenges much of our rhetoric about the much of our rhetoric about the importance of children in society. importance of children in society. The evidence … suggests that it The evidence … suggests that it may not be possible to deliver ECM may not be possible to deliver ECM at all unless the environment at all unless the environment becomes one of its leading becomes one of its leading considerations. Sustainable considerations. Sustainable Development is not an optional Development is not an optional extra …; it is a necessary part of extra …; it is a necessary part of building a society that cares for its building a society that cares for its children. (Sustainable children. (Sustainable Development Commission, 2009, Development Commission, 2009, p7)p7)

Five guiding principles of Five guiding principles of SDSD

1.1. Living within Living within environmental limitsenvironmental limits

2.2. Ensuring a strong, Ensuring a strong, healthy and just healthy and just societysociety

3.3. Achieving a sustainable Achieving a sustainable economyeconomy

4.4. Promoting good Promoting good governancegovernance

5.5. Using sound science Using sound science responsiblyresponsibly

The Earth Charter: The Earth Charter: Four basic principlesFour basic principles

1.1. Respect Earth and life in all its diversity.Respect Earth and life in all its diversity.

2.2. Care for the community of life with understanding, Care for the community of life with understanding, compassion, and love.compassion, and love.

3.3. Build democratic societies that are just, participatory, Build democratic societies that are just, participatory, sustainable, and peaceful.sustainable, and peaceful.

4.4. Secure Earth’s bounty and beauty for present and future Secure Earth’s bounty and beauty for present and future generations.generations.

• Video linkVideo link

A Sustainable SocietyA Sustainable Society

• … … is one that can is one that can persist over persist over generations, one that generations, one that is far-seeing enough, is far-seeing enough, flexible enough, and flexible enough, and wise enough not to wise enough not to undermine either its undermine either its physical or social physical or social systems of support.systems of support.Meadows et al, 2005Meadows et al, 2005

Decision-making at the Eden Decision-making at the Eden Project (talk given at Project (talk given at Hestercombe, July 2009)Hestercombe, July 2009)The triple bottom lineThe triple bottom line

A Environmentally soundA Environmentally sound

B Socially acceptableB Socially acceptable

C Economically viableC Economically viable

A

B C

‘Daunting agenda…exciting possibilities’

• Power civilisation by sunlightPower civilisation by sunlight• Grow food and fibre sustainablyGrow food and fibre sustainably• Dis-invent the concept of wasteDis-invent the concept of waste• Preserve biodiversityPreserve biodiversity• Restore ruined ecologiesRestore ruined ecologies• Reduce materials, water and land use per headReduce materials, water and land use per head• Rethink the political basis of modern societiesRethink the political basis of modern societies• Develop economies that can be sustained within Develop economies that can be sustained within

nature’s limitsnature’s limits• Distribute wealth fairly within and between Distribute wealth fairly within and between

generationsgenerations

David Orr’s Nine Challenges

Thinking critically about ESD

• Do the ESD diamond 9 exercise in Do the ESD diamond 9 exercise in small groups.small groups.

• Share responses.Share responses.

Is Education Part of the Solution Is Education Part of the Solution …?…?

… … or Part of the Problem?or Part of the Problem?

Sustainability is about the terms and conditions Sustainability is about the terms and conditions of human survival, and yet we still educate at all of human survival, and yet we still educate at all levels as if no such crisis existed.levels as if no such crisis existed.

The destruction of the planet is not the work of ignorant The destruction of the planet is not the work of ignorant people. Rather it is largely the result of work by peoplepeople. Rather it is largely the result of work by peoplewith BAs, BScs, MAs, MScs and PhDs.with BAs, BScs, MAs, MScs and PhDs.

David Orr 

Is Education a Good Thing?Is Education a Good Thing?

• … … the volume of education has the volume of education has increased and continues to increase, increased and continues to increase, yet so do pollution, exhaustion of yet so do pollution, exhaustion of resources, and the dangers of resources, and the dangers of ecological catastrophe. If still more ecological catastrophe. If still more education is to save us, it would have education is to save us, it would have to be education of a different kind: an to be education of a different kind: an education that takes us into the depth education that takes us into the depth of things. of things. (Schumacher, 1997)(Schumacher, 1997)

Goal of UN Decade of Goal of UN Decade of Education for Sustainable Education for Sustainable

Development 2005-14Development 2005-14 … … to integrate the values inherent in to integrate the values inherent in sustainable development into all aspects sustainable development into all aspects of learning in order to encourage changes of learning in order to encourage changes in behaviour that allow for a more in behaviour that allow for a more sustainable and just society for all. This sustainable and just society for all. This involves learning the values, behaviour involves learning the values, behaviour and lifestyles required for a sustainable and lifestyles required for a sustainable future and for positive societal future and for positive societal transformation. transformation.

http://portal.unesco.org/en/ev.php-URL_ID=29008&URL_DO=DO_TOPIC&URL_SECTION=201.htmlhttp://portal.unesco.org/en/ev.php-URL_ID=29008&URL_DO=DO_TOPIC&URL_SECTION=201.html

The Government Talks of the The Government Talks of the Crisis Crisis inin Education and it: Education and it:

• … … prefers to stress ICT, literacy and prefers to stress ICT, literacy and numeracy on the grounds, perhaps, that numeracy on the grounds, perhaps, that as the good ship Humanity finally steams as the good ship Humanity finally steams into the icebergs, we will at least be able into the icebergs, we will at least be able to send grammatical SOS messages, read to send grammatical SOS messages, read the instructions on the lifebelts, and count the instructions on the lifebelts, and count the survivors. Of course, if all the the survivors. Of course, if all the prognoses about global warming are prognoses about global warming are correct, there won’t be any icebergs and correct, there won’t be any icebergs and we shall need a new set of metaphors.we shall need a new set of metaphors. (Scott, (Scott, 2002, p5)2002, p5)

but David Orr suggests it is a but David Orr suggests it is a Crisis Crisis ofof Education … Education …

• The fact that we see social and The fact that we see social and environmental decay as disconnected environmental decay as disconnected events or fail to see them at all is evidence events or fail to see them at all is evidence of a considerable failure that we have yet of a considerable failure that we have yet to acknowledge as an educational failure. to acknowledge as an educational failure.

• It is a failure to educate people to think It is a failure to educate people to think broadly, to perceive systems and patterns, broadly, to perceive systems and patterns, and to live as whole persons.and to live as whole persons.

A ‘Sustainability Literate’ Person…

would be expected to:would be expected to:

• understand the need for change to a sustainable way of doing things, individually and collectively

• have sufficient knowledge and skills to decide and act in a way that favours sustainable development

• be able to recognise and reward other people’s decisions and actions that favour sustainable development

- Higher Education Partnership for Sustainability www.heps.org.uk Forum for the Future

Key Questions …??Key Questions …??

• In what ways does our practice advance In what ways does our practice advance the kind of learning, teaching, thinking the kind of learning, teaching, thinking and research that contribute to and research that contribute to unsustainabilityunsustainability??

• How do we balance practicability with How do we balance practicability with urgency? urgency?

• What kinds of learning would best equip What kinds of learning would best equip your students for their likely future(s)?your students for their likely future(s)?

• Comfortable dealing with ambiguityComfortable dealing with ambiguity• Willing to take a risk to make a differenceWilling to take a risk to make a difference• More interested in solving problems than More interested in solving problems than

taking credittaking credit• Both effective advocates and listenersBoth effective advocates and listeners• Eager to imagine and implement daring Eager to imagine and implement daring

multifaceted solutions – togethermultifaceted solutions – together

- Lawrence Bacow, President of Tufts University, Rappaport A and Creighton Lawrence Bacow, President of Tufts University, Rappaport A and Creighton S H (2007) S H (2007) Degrees that matter. Degrees that matter. Massachusetts: MIT PressMassachusetts: MIT Press

Students as ‘Active, Engaged, and Effective Citizens’ are…

ReferencesReferences

• Harding S (2006) Harding S (2006) Animate Earth. Animate Earth. Dartington: Green Books Ltd.Dartington: Green Books Ltd.• Kahneman D (2007) Kahneman D (2007) The Science of Happiness The Science of Happiness

http://news.bbc.co.uk/1/hi/http://news.bbc.co.uk/1/hi/programmes/ happiness_formula/4783836.stmprogrammes/ happiness_formula/4783836.stm (date accessed 22.2.08)(date accessed 22.2.08)

• Kumar S (2006) Kumar S (2006) No Destination – an Autobiography. No Destination – an Autobiography. Dartington: Green Dartington: Green Books Ltd.Books Ltd.

• Monbiot G (2005) ‘A restraint of liberty’, The Guardian, 24 May, p23.• Scott W (2002) Scott W (2002) Sustainability and learning: what role for the curriculum?Sustainability and learning: what role for the curriculum?

Inaugural Lecture, University of Bath, April 25.Inaugural Lecture, University of Bath, April 25.• Selby D (2007) ‘Selby D (2007) ‘As the heating happens: Education for Sustainable As the heating happens: Education for Sustainable

Development or Education for Sustainable Contraction?’ Development or Education for Sustainable Contraction?’ International International Journal of Innovation and Sustainable Development, Journal of Innovation and Sustainable Development, Vol 2, Nos 3/4, pp 249-Vol 2, Nos 3/4, pp 249-267267

• Sterling S (1996) ‘Education for Change’ in Huckle J and Sterling S (Eds) Sterling S (1996) ‘Education for Change’ in Huckle J and Sterling S (Eds) (1996) (1996) Education for Sustainability. Education for Sustainability. London: Earthscan.London: Earthscan.

• Sustainable Development Commission (2009) Every Child’s Future Matters. Sustainable Development Commission (2009) Every Child’s Future Matters. www.sd-commission.org.uk (date accessed 7.12.09)

New ‘Sustainability Online Resource and Toolkit New ‘Sustainability Online Resource and Toolkit for Education’ from the Environmental for Education’ from the Environmental Association for Universities and CollegesAssociation for Universities and CollegesMainly aimed at FE Mainly aimed at FE http://www.eauc.org.uk/sorted/homehttp://www.eauc.org.uk/sorted/home

Education for Sustainable Development ToolkitEducation for Sustainable Development Toolkit Developed by the University of Tennessee, Developed by the University of Tennessee, www.esdtoolkit.orgwww.esdtoolkit.org

Teaching and Learning for a Sustainable FutureTeaching and Learning for a Sustainable Future (A UNESCO site)(A UNESCO site) This is a multimedia, interactive This is a multimedia, interactive professional development program with materials, professional development program with materials, exercises, and links exercises, and links http://www.unesco.org/education/tlsf/http://www.unesco.org/education/tlsf/