Sustainable Education: Re-visioning Learning and ChangeHow will we move towards sustainability? By learning through crisis, or by design? In this Briefing, Stephen Sterling points out that: Progress towards a more sustainable future critically depends on learning, yet most education and learning take no account of sustainability; The reorientation of education towards sustainable development since the Agenda 21 agreement of 1992 has been very slow; Education is largely behind other fields in developing new thinking and practice in response to the challenge of sustainability. |
Contents
Foreword by David Orr | 7 |
Towards Sustainable Education | 21 |
Education and Learning in Change | 34 |
Copyright | |
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Common terms and phrases
ability achieve action Agenda approach areas awareness basis beliefs Briefing building called cation challenge Chapter College complexity concerned connective context course create creative critical culture curriculum ecological economic educa education for change education for sustainable education systems educational paradigm effective emergence emphasis environment environmental education example existing experience formal function give global governments human ideas important individual innovation institutions integrative interest involves issues knowledge largely lead learning levels living London meaning mechanistic movement nature organization participative pattern positive possible practice programme progress question realization recent recognize reflective relation requires response schools Schumacher seen sense shift skills social society studies suggested sustainable development sustainable education Sustainable Future takes teachers teaching thinking tion transformative understanding UNESCO University values vision whole
References to this book
Sustainable Development and Learning: Framing the Issues William Scott,Stephen Gough Limited preview - 2003 |
It's about Learning (and It's about Time) Louise Stoll,Dean Fink,Lorna Maxine Earl No preview available - 2003 |