Sustainable Development Education - Science topic
Sustainable Development Education are global changes demand a mental change: Education for Sustainable Development (ESD), Education for a Sustainable Future (ESF)
Questions related to Sustainable Development Education
I am part of a research group focused on the study of teaching methods aimed at fostering sustainable societies. For the future we aim to focus on some core issues that we believe are fundamental for the advancement of these forms of education in Brazil and worldwide, namely: Discuss the relationships between environmental education, sustainability education and citizenship education and try to identify the similarities and differences of their proposals. Our initial hypothesis is that citizenship education perhaps satisfactorily embraces the postulates and principles of the other two pedagogies and can thus be understood as one of the most holistic and comprehensive forms of human education. What do you think?
Faço parte de um grupo de pesquisa focado no estudo de formas de ensino voltadas ao fomento de sociedades sustentáveis. Para o futuro almejamos enfocar algumas questões centrais que acreditamos ser fundamentais para o avanço dessas formas de ensino no Brasil e no mundo, quais sejam: Discutir as relações entre a educação ambiental, a educação para a sustentabilidade e a educação para a cidadania e tentar identificar as similaridades e diferenças de suas propostas. A nossa hipótese inicial é de que a educação para a cidadania talvez abarque satisfatoriamente os postulados e princípios das outras duas pedagogias e assim pudesse ser compreendida como uma das formas de educação humana mais holística e abrangente. O que você acha?
How can the effectiveness of the environmental policy of the state be increased in order to achieve sustainable ecological development based on the concept of green economy in the shortest possible time?
In your opinion, what are the biggest barriers and limitations for the global dissemination in the business processes of sustainable green economy based on the concept of green economy?
If we look at sustainable development as different partial ways of correcting the traditional market, then sustainable development based markets follow the maximization rule too. But true sustainability is a full correction of the traditional market, not a partial one, which leads to the question: Is true sustainability consistent with the concept of maximization too? I think no, true sustainability is inconsistent with maximization.
If someone thinks that true sustainability is consistent with maximization, please show me analytically or graphically that I am wrong.
Please share your own views on the question for a positive exchange of ideas.
With a help of a questionnaire I want to see how the knowledge of teachers measures up regarding the climate related- disaster risk reduction education
I am looking for information concerning the development of money spent for sustainable development and especially education for sustainable development both on a global and national level (preferably Germany). Is anybody aware of such numbers?
Thanks a lot for sharing your knowledge about this.
Nowadays, Global Priority is the implementation of Sustainable Development.
What is the role of Universities and Institutes for it?
Within the context of biofertilizers nobody mentioned the use of human feces for regenerating the fertility of cultivated soils. My friend Joseph Jenkins wrote the book: The Humanure Handbook. A guide to composting human manure in the mid-1990s. I have the 1999 (2nd. Ed.) of this book and I know that his manuscript has been translated also in different languages and become very popular in countries lacking the typical infrastructure to dispose properly of human waste. However, human feces have been used in crop production and in many parts of the world their are still a viable form of fertilization. What is the evidence in favor, or against the use of human feces in agriculture?
These years Greenland faces great economic challenges pressuring the need to heighten sources of income. the Government of Greenland aspires to develop the natural resources area as the primary business sector in order to improve the country’s bleeding economy.
In order to foster sustainable development, including local adaptation and resilience in the communities, the Greenlandic authorities prescribe “a high degree of public participation”, prior, during after after the launch of a project, with the aim that “all relevant stakeholders” are informed about the activities and have their say in the decision-making process.
Yet, the PP process has been heavily criticised and remains a frequent subject of debate within the Greenlandic society. The NGOs and associations, industry and individuals in Greenland are far from satisfied with the current PP guideline and how PP is carried out in practice. Overall the criticism revolve around lack of actual and meaningful involvement public, questioning whether the public has any influence on the decision-making process at all.
Youth, in particular, is absent in the PP processes, not only physically, as they do not attend the public meetings, but also in the present formal guidelines of PP in Greenland. This is highly problematic as young Greenlanders may miss out on both gaining information about how mineral – and petroleum exploration activities may affect their lives, for instance in regards to potential education – and job opportunities, but also on having a say in regards to project development.
Thus I am seeking inspiration as to how to engage the young generation with emphasis on collaborative methods securing actual influence on the decision-making processes in relation to mineral and petroleum activities in Greenland.
My project is about the public participation and environmental education in water area,so I would like to get some information about this case.
PLEASE NOTE: this research is for research in The Netherlands, the UK and Sweden only- while potentially we could expand it to other countries, these three countries are a limit for now.
I am writing an ERC Consolidator Grant 2017 proposal provisionally titled 'Environmental Education: Evaluation of European Education Programs from an Ecocentric Perspective. If there are any interested partners in the field of environmental education and education for sustainable development in The Netherlands, the UK and Sweden, could you please email me with the expression of your interest and experience in this area? Please see short summary below:
This research will investigate the measures of success of environmental education (EE) and education for sustainable development (ESD) in a comparative European context from an ecocentric perspective. EE refers to formally organized programs that take place in schools or protected nature areas, promoting environmental awareness, encouraging sustainable behaviours, and disseminating specific kinds of knowledge about environment. Ecocentric perspective refers to an ethical position that human beings are part of ecosystem, and that integrity of an ecosystem is essential to environmental sustainability. Earlier practice of EE was often instructed by the ecocentric position. Although varying in national contexts, EE was mostly targeted at enabling social change towards green economy and a more sustainable society as well as promoting environmental awareness and positive ecological attitudes characteristic of an ecocentric perspective. The Belgrade Charter identifies the goal of environmental education as: “To develop a world population that is aware of, and concerned about, the environment and its associated problems, and which has the knowledge, skills, attitudes, motivations and commitment to work individually and collectively toward solutions of current problems and the prevention of new ones.” This type of education corresponded with ecocentric aims of safeguarding environmental sustainability for humans and nonhumans alike, and included conservation education, outdoor education, education for deep ecology, post-humanist education, and animal rights education. These types of EE typically combined care for individual animals, entire habitats, as well as people, thus focusing on unity between environmental ethics, animal welfare, and human interests.
Since the completion of the Decade of Education for Sustainable Development (2005 – 2014) initiated by UNESCO many EE scholars have hailed the emergence of the education for sustainable development (ESD) as a progressive transition in the field. Yet, there are very few studies providing empirical evidence of efficacy of EE/ESD in cross-European perspective as far as developing a population ‘that is aware of, and concerned about, the environment and its associated problems’. Also, a large part of ‘sustainability’ education is dominated by anthropocentric concerns intertwined with social and economic objectives, placing environmental protection, at best, as one of many possible positions .
This research aims to address both theoretical as well as practical implications of EE and ESD (further referred to as EE/ESD) practice through cross-European comparison.
Transformative Mixed Methods Design Question:
I am interested in using a transformative MM design for my qual/quant case study research, mainly because of the way in which the design uses theory (compared to the other MM designs). However, my topic is not social justice-related, and the ultimate goal is not emancipatory. Looking for examples of studies which used the transformative design, but were not social justice-related. Any suggestions?
Dear Academics and Scholars, I need your contributions;
Since the reconceptualization of education for sustainable development, it has become a priority for teacher training programs to reorient their programs to reflect ESD and more recently there has been a call for TVET teacher training to do same. Given the necessity for Education for Sustainable Development (ESD), some TVET teacher training institutions have begun to reorient their programs, especially in developed countries, unlike their developing counterparts. My question is, is it logical and allowed from a research standpoint to assess 'the extent of ESD integration in a TVE teacher training program' especially when it is not known or reported that that such institution has in effect began to integrate ESD into its program curriculum.
Can anyone recommend literature on application of deep ecology (Arne Naess) in education? I am familiar with the 1990's works by Dolores LaChapelle, but not more contemporary sources. I would be also interested in co-authering an article on this subject
The following survey, see below (50 respondents) on ESD Goals beyond 2014 surveyed by international experts, has put the following barriers at the top:
"Short-term thinking and lack of flexibility and strategic communication"
See below: 50 respondents
Development seen as ongoing process following from, say - introduction of a policy, approach or program or even broader than that.
The following survey, see below (50 respondents) on ESD Goals beyond 2014 surveyed by international experts, has put the following driver at the top:
"More involvement and engagement in ESD from different sectors of society"
The ESD Decade will end 2014, without having accomplished all goals (Lost Decade?).
Therefore efforts have been started to cope with these open issues
by stating what has been achieved and where we have failed.
Activity: A conference in Bonn,EDUCATION FOR
SUSTAINABLE DEVELOPMENT –INTERNATIONAL WORKSHOP’HORIZON 2015',
organized by the German UNESCO Commission in 2012, asked participants
(around 50) to identify obstacles and resources that could hinder or further the agreed vision for ESD.
These activities resulted in a list of 'Help' and 'Hinder'.
These conference lists are usually non-committal because they do not demand to be on active.More effective are overviews where issues are prioritized, thus
the stakeholders know where to start and where they feel supported
by the knowledge and insights of the community.
The attached link allows you to rank the drivers and barriers and addtional ones
which haven't been considered by the participants.
The survey takes you 5 minutes, having finished you'll
see yours and others' results.
ESD is dependent on responsibility and values, practiced individually and within groups. How are students trained to accept responsibility and practicing value-oriented attitudes and actions?
What difficulties or barriers have you found when proposing or implementing sustainable development education in your University / School / Department?
a) Are the professors skeptical and convinced about Sustainable Development (SD)?
b) Are the professors willing of changing their values and learning / teaching approaches?
c) What about the new SD Curriculum?
d) What teaching approaches and learning methodologies have you adopted proposed for Sd Education (in management, and/or engineering, and/or other areas)?
I am interested in this problem due to the conduct of comparative work on the history of non-formal adult education in rural areas since the second half of the nineteenth century to the present day. Thank you in advance for any suggestions :)
Triple botton line is a conceptual construction that emerged almost as a motto of sustainable development. From my point of view, in general its meaning has been incorporated economically and politically in its most narrow possibility. But I have never found papers analysing it in depth. Could anyone suggest something in this line?
Can I say that a program which is created within the body of a policy (or, more precisely, within the law that institutes this policy) is an instrument of it? Salamon (2000) differentiates a program from an instrument but are there cases in which it is possible to do that? Or is the difference between them (program and instruments) very clearcut? Any readings dealing with this question?
SALAMON, L.M. The New Governance and the Tools of Public Action: An Introduction. Fordham Urban Law Journal. Volume 28, Issue 5, 2000 Article 4.p. 1611 – 1674.
Many different scales have been used over the years and it seems that there is an anarchy of information.
I am proposing to use the New Ecological Paradigm (NEP) scale because it is simple to administer and has been used widely around the world so we can compare to different groups.
Instead of measuring knowledge or behaviours it will measure attitudes. Tests that measure knowledge are complex, changing and yield very little useful data. Our behavioural studies would have to be self reporting and this obviously creates problems with bias. This is why I am leaning towards focusing on attitudes.
Any thoughts or suggestions? TIA
Poverty is deeply ingrained and plays a vital role for education with more relevance to the secondary level students from the lowest strata of society.
Sustainable development in accounting and business curricula help our students to have a broader understanding of accounting and its impact on society and the environment. Do you think this is the case?
How should ESD now be defined, by considering the current frameworks and by words which will be understood by the public? And should ESD be completed by ESF (Education for a Sustainable Future) or replaced?
Within the discussion on educational sustainability there are inflationary definitions: Floodlight instead of spotlight. The continuous discussion can be compared with a pristine river in a meadow, very broad and often no depth. Therefore: an appropriate definition would be helpful. Suggestions are welcomed.
Meanwhile there are 50 respondents who have taken part in an ESD survey.
The survey is still open
The current results show already the top-ranking goals.
You are still welcomed in presenting your views, takes you 5 minutes.
A German Survey in 2011 has revealed that only 4% of the respondents mentioned the well-being of future generations as a key aspect of sustainability and most German consumers associated the term ‘sustainability’ directly with nature without regarding social and economic aspects
Statement on ‘sustainable women’ by the Norwegian Ambassador Tine Mørch Smith (31.10.2011), in preparation for Rio 2012:
The contribution of both women and men to sustainable development must be acknowledged. High female participation in the formal workforce gives countries a competitive edge. So improving gender equality policies, and investing in girls’ and women’s health and education, is not only a matter of human rights, but sound macro-economic policy, and a prerequisite for sustainable development. Such policies will only be effective when women empower themselves and take part in political life, including in decision-making processes relating to natural resources. Norway will promote the mainstreaming of the gender perspective in the outcomes of the Rio conference.