An Approach to En Route Environmentally Sustainable Future Through Green Computing

The Microbiologists’ Warning is a Consensus Statement proclaiming that microorganisms are so critical to achieving an environmentally sustainable future that ignoring them risks the fate of Humanity. It aims to raise awareness of the microbial world and make a call to action for microbiologists to become increasingly engaged in, and microbial research to become increasingly infused into, the frameworks for addressing climate change. We must learn not just how microorganisms affect climate change (including production and consumption of greenhouse gases), but also how they will be affected by climate change and other human activities.

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Our Own Private Sustainable Community: Are Green Covenants, Conditions, and Restrictions a Viable Alternative to a More Environmentally Sustainable Future for Homeowners?

SSRN Electronic Journal ◽

10.2139/ssrn.2043640 ◽

2012 ◽

Author(s):

Darren A. Prum ◽

Robert J. Aalberts

Keyword(s):

Viable Alternative ◽

Environmentally Sustainable ◽

Sustainable Community ◽

Sustainable Future

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Does the rise of STEM education mean the demise of sustainability education?

Australian Journal of Environmental Education ◽

10.1017/aee.2018.51 ◽

2019 ◽

Vol 35 (1) ◽

pp. 1-11 ◽

Cited By ~ 4

Author(s):

Caroline Smith ◽

Jane Watson

Keyword(s):

Stem Education ◽

Critical Reflection ◽

Sustainability Education ◽

Education For Sustainability ◽

Environmentally Sustainable ◽

Sustainable Future ◽

Engineering And Technology ◽

Ecological Paradigm

AbstractIn this article, we outline the key principles of education for sustainability (EfS) that enable us to question the enthusiastic and uncritical promotion of STEM (science, mathematics, engineering and technology) and its offshoot, STEM education, as key contributors to an environmentally sustainable future. We examine the framing of STEM and STEM education as situated in an unproblematised, neoliberal growthist paradigm, in contrast to the more critical ecological paradigm of EfS. We conclude that STEM, and hence STEM education, need to include critical reflection and futures perspectives if they are to align themselves with a flourishing economic, social and environmental future. We provide examples for the classroom that illustrate our contention.

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