Sustainable Education Re-visioning Learning

How 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.

Stephen Sterling is an independent consultant working in the academic and NGO fields in the UK and internationally. He was involved in developing the MSc in Environmental and Development Education at South Bank University, London, where he is an academic tutor. He has an extensive publications record, including Good Earth-Keeping: Education, Training and Awareness for a Sustainable Future (UNEP UK 1992), Education for Sustainability (Earthscan 1996), and Education for Sustainable Development in the Schools Sector (Sustainable Development Education Panel 1988).

Foreword

7

(3)

David Orr

Aims of the Briefing/Summary of the Argument

10

(2)

Introduction

12

(9)

Towards Sustainable Education

Introduces the concept of a sustainable education paradigm, looks at the roles of education and the current modernist agenda, the need to go beyond environmental education, and education in its wider contexts

21

(13)

Education and Learning in Change

Looks at tensions in education as a `transmissive' and a `transformative' agent, the difference between education in change and education for change, and between a broadly mechanistic and a broadly ecological perspective

34

(15)

Towards an Ecological Paradigm for Education

Reviews the power of paradigms in affecting educational theory, practice and policy, and outlines the bases and possibility of a more ecological educational culture, echoing parallel changes in wider society

49

(13)

Re-making Education and Learning

Presents and comments on brief case studies and models which in some way exemplify and pioneer a more ecological educational paradigm

62

(15)

Reorienting Education: Designing for Change

Sets out change models, action points, and a vision of sustainable education to inform discussion, design and action at different levels of educational systems

77

(12)

Appendix I References

89

(3)

Appendix II Organizations and websites

92

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Sustainable Education Re-visioning Learning and Change

Summary

Author Biography

Table of Contents

Supplemental Materials