CONTENTS EDUCATION FOR SUSTAINABILITY

Education for Sustainability - Volume 1 No. of Pages: 509 ISBN: 978-1-84826-124-2 (eBook) ISBN: 978-1-84826-574-5 (Print Volume)

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EDUCATION FOR SUSTAINABILITY

CONTENTS Education for Sustainability Robert V. Farrell, College of Education, Florida International University, Miami, Florida, USA George Papagiannis, College of Education, Florida State University, Tallahassee, Florida, USA 1. 2. 3. 4. 5. 6.

Introduction: Education for Sustainability The Ecological Imperative Education and Sustainability: Problems and Obstacles Education for Sustainability: the Evolution of a Concept Growing Momentum for Educational and Cultural Change The Content and Structure of this Theme

The Aims of Education In An Age of Stasis and Change Stephen M. Fain, College of Education, Florida International University, Miami, Florida, USA Martha Barantovich, Miami-Dade County Public Schools, Miami, Florida, USA Raquel Martin, Miami-Dade County Public Schools, Miami, Florida, USA 1. 2. 3. 4. 5. 6.

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Introduction The Role of Theory in the Aims of Education The Liberal Tradition Competing Analysis of Educational Aims Interdependence of Educational Aims Conclusion

Education, Sustainability and Environmental Economics 45 Douglas E. Booth, Economics Department, Marquette University, Milwaukee, WI 53201-1881, USA 1. 2. 3.

4. 5. 6.

7.

Introduction Utilitarian and Duty-Oriented Approaches to Environmental Issues 2.1. Cost Externalization The Ecological Problem 3.1. Laws of Thermodynamics and the Ecological Problem 3.2. Economic Growth and the Ecological Problem The Limits of Gross Domestic Product (GDP) as a Measure of Well-Being Sustainable Economies 5.1. Steady-State Economics: What is it? Moving to a Steady-State Economy 6.1. Depletion Allowances 6.2. Pollution Allowances 6.3. Limiting Population Growth 6.4. Protecting Natural Habitat Conclusion

The Politics of Learning and Sustainable Development Steven Gough, Centre for Research in Education and the Environment University of Bath,UK William Scott, Centre for Research in Education and the Environment University of Bath,UK 1. 2. 3. 4.

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Introduction The Technocratic Perspective The Paradigm Shift Perspective Task-based Perspectives: Social, Environmental and Educative 4.1. The social change focus 4.2. The environmental change focus

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4.3. The educative focus The Globalisation Perspective The Segments Perspective The Metaphorical Perspective The Pragmatic Perspective Some Commonalities 9.1. Multiple rationalities 9.2. Taxonomy of Perspectives 10. Conclusion: Turning the Torch on Ourselves 5. 6. 7. 8. 9.

Social and Cultural Issues in Education 76 T. R. Richardson, Associate Professor, Educational Studies, Ball State University, Muncie, Indiana, USA. 1. 2.

3.

4.

5.

6.

Introduction Education as the Transmission of Culture 2.1. Human Ecology and the Organization of Culture 2.2. Stratification and Cultural Hierarchies 2.3. Social Change, Local Cultures, and the Maintenance of Culture 2.4. Culture, Communication, and Symbolic Meaning Formal Education: The School 3.1. School Expansion 3.2. Schooling, Mass Society, and Social Mobility 3.3. Schooling and Public versus Private Interests Literacy and the Nation-State 4.1. Literacy as a Quality of Life Indicator 4.2. Literacy and the Global Economy Potential of Education Systems and the Future 5.1. Technology as A Product of Education Systems 5.2. Strength of Weak Ties and the Human Condition 5.3. Education and the Natural Environment 5.4. Multicultural Education Conclusion

Policy, Planning and Management in Educational Systems: Essential Elements in the Achievement of Education for Sustainability 94 Richard Sack, Educational Consultant Paris, France 1. 2. 3. 4. 5.

Introduction Policy Planning Management Conclusion

Education, Tradition, Historical Knowledge and Sustainability 108 Eugene F. Provenzo, Jr., Department of Teaching and Learning, , School of Education, University of Miami, Coral Gables, Florida, USA 1. 2. 3. 4. 5. 6.

Introduction What is the role of tradition in the creation of a sustainable culture and educational system? What is the role of historical knowledge? What is the relationship between tradition and history? What should be the role and function of history and tradition in the educational system? Conclusion: Historical Knowledge and Sustainability

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Knowledge of the Future and the Role of Institutions in Creating Ecological Sustainability William H. Boyer, Professor Emeritus in Philosophy of Education, University of Hawaii, USA

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1.

Introduction 1.1. Global Takings—A Knowledge Scenario 2. Global Protests 3. Individualism and Ethnocentrism 4. Rights of Future Generations 5. Energy Sustainability 6. Paying for Externalities 7. Shifting to a New Mode of Agriculture 8. Implications for Schools 9. Students as Citizen Planners 10. Designing a World Future 11. Conclusion

Cultural Knowledge for the Present and the Future 129 Judith J. Slater, Curriculum & Instruction,Florida International University, Miami, Florida, USA 1. 2. 3. 4. 5. 6.

Introduction Cultural knowledge Educating for dominant cultural knowledge Community Ecological solution finding Conclusion

Essential Earth Learning Concepts for Teachers and Students Mario M. Yanez, , Earth Learning, Inc. Miami, FL, USA 1. 2.

3.

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Introduction Essential Concepts 2.1. There Is No Environment 2.2. Earth Is Alive 2.3. Evolution Is Not A Theory 2.4. Earth Is Learning and Teaching 2.5. Earth Is Slow, Culture Is Fast 2.6. Earth Is Primary, Humans Are Derivative 2.7. Sustainability Requires Living In Place 2.8. Earth Is A Recycling Planet 2.9. There Are No Second Chances 2.10. Humanity Must Be the Change Conclusion

Early Education: Critical Literacy, Professional Development and Resources for a Sustainable Future 158 Joyce Fine Florida International University, Miami, Florida, USA 1. 2. 3. 4. 5.

Introduction From Nurturing Parents to the Education of All Children Early Education for Sustainability: A North American Overview of Literacy Education Subject Matter for Individual and Collective Responsibility: The Development of the Whole Person and Critical Literacy What Should be Taught? 5.1. What Teaching Methods Can Contribute to Sustainability?

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5.2. Change Takes Time--Persistence for Study, Analyses of Problems, Application of Best Practices, Plus Financial Support Conclusion

Secondary Education and Sustainable Development Hilary Landorf, Social Studies/Global Education, College of Education, Florida International University, Miami, Florida, USA 1. 2.

3. 4. 5. 6. 7.

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Introduction Major Issues in Secondary Education 2.1. International Differences in Assessments 2.2. Recent Trends in Secondary Education in the United States The Neo-liberal Ideology 3.1. The Implementation of Neoliberal Policies: A Gramscian Analysis of the US Human Capital Development Sustainable Development and Education 5.1. Barriers to Education for Sustainable Development The Human Capability Approach: A promising initial path to Education for Sustainable Development Conclusion

Earth Ethics, Earth Literacy, and the Community College 194 Bradford R. Stocker, Department of ESL/Foreign Languages, Miami Dade College, Miami, Florida, USA 1. 2. 3. 4. 5. 6. 7.

8.

Introduction The Community College Context The Obligations The Case of Miami Dade College Earth Literacy Earth Ethics Earth Ethics Institute 7.1. Curriculum Factors 7.2. Implementation Issues The Next Steps

Sustainability and Universities 219 Ian Thomas, Associate Professor of Environmental Policy, School of Global Studies, Social Science and Planning, RMIT University, Melbourne, Australia 1. 2. 3.

4.

5. 6.

Introduction/Relationship of Universities and Sustainability Promotion of Sustainability in Universities Progress in Campus Operations 3.1. Characteristics of a Green University 3.2. Motivation and Support for University Greening 3.2.1. Staff Dedicated to Greening 3.2.2. Committees 3.2.3. Environment policies 3.2.4. Funding Allocation 3.2.5. Involvement of Students 3.2.6. Use of Management Systems Progress in Curriculum 4.1. Dimensions of education for sustainable development 4.2. Pedagogy for Education for Sustainable Development 4.3. Staff training and development Engagement with the local community Research in the Field

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7.

Conclusion

The Red Queen Effect: Roles for Adult Education in Social Sustainability Peter Easton, Florida State University, Tallahassee, Florida, USA 1. 2. 3.

4. 5. 6.

7.

Introduction The Learning Connection Existing Demands for Learning 3.1. Decentralization, democratization and citizen participation 3.2. Human resource development and continuing training 3.3. Organizational learning and the learning organization 3.4. Multiculturalism and multilingual competence 3.5. Conflict resolution and peace studies 3.6. Human growth potential 3.7. Information mastery Learning for Sustainability Differential Demand and Differential Sustainability Provision of Learning Opportunities 6.1. More joy in heaven. 6.2. Developing the learning environment 6.3. Education by All Harnessing the Red Queen

Education, Lifelong Learning and Leisure G. S. Fain, School of Education, Boston University, Boston, Massachusetts,USA 1. 2. 3. 4. 5. 6. 7.

8.

4.

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Introduction Aims of Education Ancient Origins of Education and Leisure Modern Conceptions of Education and Leisure Education for Leisure Cultural Continuity Barriers to Education for Sustainability 7.1. Illustrative Proposition 1: Physical Education and Sport 7.2. Illustrative Proposition 2: School Health Education Leisure, Education and Sustainability

Holistic Education: Learning for an Interconnected World Jack Miller, OISE, University of Toronto, Canada 1. 2. 3.

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Introduction Historical Roots of Holistic Education Holistic Learning 3.1. Linear Thinking and Intuition 3.2. Relationship between Mind and Body 3.2.1. Movement Education 3.2.2. Drama 3.3. Subject Connections 3.3.1. Curriculum Integration 3.4. Community Connections 3.5. Earth Connections 3.6. Self Connections Examples of Holistic Education 4.1. Waldorf Education 4.1.1. Eurythmy

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4.1.2. Main Lesson 4.2. Montessori Education 4.3. Krishnamurti 4.3.1. The Rajghat Besant School 4.3.2. Brockwood Park School 4.4. Other Examples Conclusion

The Ecological and Environmental Dimensions of The Holistic Curriculum 309 Stephen Sterling, Consultant and Associate Fellow, Centre for Cross-Curriculum Initiatives, London South Bank University,UK 1. 2. 3. 4. 5. 6. 7. 8. 9.

Introduction The nature of curriculum Paradigm tensions 3.1. Curriculum Tensions The ecological dimension Curriculum schemes Curriculum as part of the whole Reorienting curriculum A connective pattern - curriculum, learning and sustainability Conclusion

Educational Policy and Practice for Sustainable Development John F. Fien, RMIT University, Melbourne, Australia 1. 2. 3. 4.

5.

6.

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Introduction From Environmental Education to Education for Sustainability: A Troubled History Education for Sustainability: A Troubled Present Worrying Evidence 4.1. Levels of student interest in the environment 4.2. Knowledge and understanding of sustainability concepts 4.3. The willingness and ability of students to practice civic responsibility to care for Earth Reorienting Schools for Sustainability 5.1. Renewing the Vision of Education 5.2. Generating New Educational Practices 5.2.1. The knowledge base of sustainability 5.2.2. Education and sustainability 5.2.3. Key Concepts in a Curriculum for Sustainability 5.2.4. Teaching and Learning Approaches 5.3. Reforming the structures of schooling Conclusion

Development, Education and Grassroots Movements for Sustainability and Environmental Justice 343 David Gabbard, Department of Curriculum & Instruction, College of Education, East Carolina University, Greenville, North Carolina, USA 1. 2. 3. 4. 5. 6.

Introduction The Genocidal Nature of Development The Rise of the Alien National Pattern (and Genocide) in Europe The State and the Market Function of Compulsory Schooling Compulsory Schooling as Cultural Genocide Conclusion: Implications for Grassroots Movements

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Education Policy and Gender Issues: A Sustainability Perspective Rosalyn McKeown, University of Tennessee, Knoxville, Tennessee,USA 1. 2. 3. 4. 5. 6.

7. 8. 9. 10.

11. 12.

13. 14.

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Introduction Exclusion from Education 2.1. Gender and exclusion from education Policy History of International Conferences and Conventions Related to Education Education and Development Gender and Education 6.1. Education and population 6.2. Education and maternal, infant, and child mortality 6.3. Educational attainment of children 6.4. Education and gender equity Equity and Equality The Link between Education and Sustainability Thresholds of Education and Sustainability What is Education for Sustainability 10.1. Basic education 10.2. Reorienting education 10.3. Public awareness 10.4. Training Societal Barriers to Literacy and Schooling Women and Adult Literacy Programs 12.1. Relevance of Literacy Programs 12.2. Barriers to participation in literacy programs 12.3. Lessons learned in literacy programs Recent Progress and Lessons Learned Conclusion

A Comparative Study of Cultural Conservation Among Minority Groups: The Basques and Sustainable Ethnicity in an Age of Globalization 381 David M. Callejo Pérez, West Virginia University, Morgantown, West Virginia, USA Pablo Toral,Beloit College, Beloit, Wisconsin, USA 1. 2. 3. 4. 5.

6. 7. 8.

Introduction The Fluid Nature of Nationalism and the Creation of the Rural The Case for the Basque: Globalization and the Struggle for Rural Identity 3.1. Resisting Static Understandings of “Rural” and the Shaping of Identity Economic Backwardness – The Basque Example 4.1. Uneven Development Modernization: the Basque Response 5.1. Other Conceptions of Nationalism and Identity: Arana’s Legacy 5.2. The Rise of Radicalism Schooling and Politics – Preserving the Basque Language 6.1. The Challenge of Rescuing the Basque Language – Regional Politics Lessons for and perhaps from Present Basque Nationalism Conclusions

Indigenous and Neotraditional Knowledge Systems and their Role in Creating and Maintaining Ecological Sustainability 400 Margaret L. Ronald Ph.D, College of Education, Center for Educational Research and Policy Studies, Florida State University, Tallahassee, Florida, USA 1.

Indigenous and Neotraditional Knowledge

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2.

3. 4. 5.

6.

7. 8.

The Development of Alternative Knowledge Systems 2.1. Ways and Results of Knowing 2.2. Knowledge Transmission among Indigenous Groups Sustainable Development 3.1. Resilience and Scale in Development Traditional Ecological Knowledge Effects of Globalization on Indigenous and Neotraditional Knowledge Systems 5.1. Differing Definitions of the Commons and Bio-Cultural Diversity 5.2. Bio-Imperialism 5.2.1. The Green Revolution 5.2.2. Intellectual Property Rights 5.3. Cultural Disintegration Valuing and Protecting Alternative Knowledge Systems 6.1. The Role of the UN 6.2. The Role of Academia 6.3. Indigenous Activism 6.4. The Role of NGOs and Governments The Role of IKS in Development and Education Conclusion

Education, The Individual, and Consumerism Chet A. Bowers, Professor Emeritus and currently Adjunct Professor of Environmental Studies, University of Oregon, Eugene, Oregon, USA 1. 2. 3. 4. 5.

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Introduction Technology in Education Reinforces Consumerism 2.1. Computer Mediated Learning Consumerism Targets Students Globalization of Consumerism 4.1. The Undermining of Community and the Reinforcement of Consumerism Individualism Leads to Consumerism 5.1. Undermining Traditions 5.1.1. Nature of Traditions 5.1.2. Analysis of Traditions Conclusion

Mass Media and Information Technology in Education 435 Stephen D. McDowell, Associate Professor, Department of Communication, Florida State University, Tallahassee, Florida, United States 1. 2.

3. 4. 5.

Introduction Communication and Development 2.1. Modernization 2.2. Challenges to Modernization 2.3. International News and Entertainment Programming 2.4. The Cultural Environment Perspective 2.5. Telecommunication for Development 2.6. Knowledge Societies Electronic Media and Open and Distance Education Challenges for Media Use in Open and Distance Learning Concluding Considerations: Comparing Media Use in Differing Contexts

Index

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About EOLSS

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