Education for Sustainable Development and Conceptions of Environmental Education in Brazil: Possible Approaches

2018 ◽  
Vol 12 (1) ◽  
pp. 47-58 ◽  
Author(s):  
Christiano Nogueira
Keyword(s):  
Sustainable Development ◽  
Environmental Education ◽  
Social Relations ◽  
Education For Sustainable Development ◽  
Educational Process ◽  
Human Needs ◽  
Basic Human Needs ◽  
Political Dimensions ◽  
Critical Process ◽  
Education In Brazil

This article presents an approach between education for sustainable development (ESD) based on the concept of sustainable development (SD) and the main concepts of environmental education (EE) in Brazil. In these approaches, the theoretical fundamentals of these conceptions of EE were analysed with a view to the possibility of promoting ESD through an educational process considered as a result of social relations that con- template the historical, social, economic and political dimensions of the subjects. It was verified that some conceptions of EE may be approaches to ESD and others incompatible due to the critical process of analysis of the relations between society and nature. The possibility of an ESD with aspects that enable the understanding of the contradictions of capitalism in order to promote changes and obtain a society focused on the basic human needs that allow an environmental balance was also considered.

Academic Contributions to the UNESCO 2019 Forum on Education for Sustainable Development and Global Citizenship

2021 ◽  
Author(s):  
SDAG Lab
Keyword(s):  
Sustainable Development ◽  
Environmental Education ◽  
United Nations ◽  
Developing Country ◽  
Global Citizenship ◽  
Education For Sustainable Development ◽  
Educational Process ◽  
Ministry Of Education ◽  
United Nations Educational ◽  
Cultural Organization

International initiatives on orientating education toward sustainable development can be traced back to a proposal by the United Nations Educational, Scientific, and Cultural Organization (UNESCO) in 1995. According to this framework, UNESCO suggested reorienting environmental education and reshaping the educational process so as to build a more sustainable relationship between humans and the environment. Twenty-five years have passed, and much of this pursuit is still ongoing, with many unanswered challenges. In recognition of the importance of education and sustainable development, this book brings into focus some valuable insights from the perspective of a developing country, Vietnam. It is a collected volume of academic contributions to the UNESCO 2019 Forum on Education for Sustainable Development and Global Citizenship, organized on July 2–3, 2019, by UNESCO in conjunction with the Ministry of Education Training (MOET) of Vietnam.

SYNERGETICS OF ECOLOGICAL INNOVATIONS IN EDUCATION FOR SUSTAINABLE DEVELOPMENT

2021 ◽  
Author(s):  
S Turaeva ◽  
Sh Sharifxodjaev
Keyword(s):  
Sustainable Development ◽  
Environmental Education ◽  
Integrated Approach ◽  
Education For Sustainable Development ◽  
Traditional Education ◽  
International Experience ◽  
Educational Process ◽  
Systemic Approach ◽  
The Republic ◽  
Different Levels

This article discusses an integrated approach to environmentaleducation at different levels of the continuous educational process. The effectivenessof the transition from traditional education in environmental education to innovativein the form of synergy at different levels of development of society in Uzbekistan isstudied. Using the international experience of some countries, a systematic analysisof the introduction of new pedagogical technologies into various educationalstructures of the Republic of Uzbekistan has been carried out. A model is proposed that provides for a new systemic approach in environmental education forsustainable development.

From environmental education to education for sustainable development in higher education: a systematic review

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Pedro Mauricio Acosta Castellanos ◽  
Araceli Queiruga-Dios
Keyword(s):  
Systematic Review ◽  
Sustainable Development ◽  
Environmental Education ◽  
United Nations ◽  
Systematic Reviews ◽  
Education For Sustainable Development ◽  
Content Type ◽  
Geographical Regions ◽  
The World ◽  
The United Nations

Purpose In education concerning environmental issues, there are two predominant currents in the world, environmental education (EE) and education for sustainable development (ESD). ESD is the formal commitment and therefore promoted by the United Nations, to ensure that countries achieve sustainable development. In contrast, EE was the first educational trend with an environmental protection approach. The purpose of this systematic review that seeks to show whether the migration from EE to ESD is being effective and welcomed by researchers and especially by universities is presented. With the above, a global panorama can be provided, where the regions that choose each model can be identified. In the same sense, it was sought to determine which of the two currents is more accepted within engineering education. Design/methodology/approach The review followed the preferred reporting items for systematic reviews and meta-analyzes parameters for systematic reviews. In total, 198 papers indexed in Scopus, Science Direct, ERIC and Scielo were analyzed. With the results, the advancement of ESD and the state of the EE by regions in the world were identified. Findings It was possible to categorize the geographical regions that host either of the two EE or ESD currents. It is important to note that ESD has gained more strength from the decade of ESD proposed by the United Nations Educational, Scientific and Cultural Organization. For its part, EE has greater historical roots in some regions of the planet. In turn, there is evidence of a limited number of publications on the design and revision of study plans in engineering. Originality/value Through this systematic literature review, the regions of the world that are clinging to EE and those that have taken the path of ESD could be distinguished. Moreover, specific cases in engineering where ESD has been involved were noted.

The Denaturation of Environmental Education: Exploring the Role of Ecotechnologies

2015 ◽  
Vol 32 (1) ◽  
pp. 30-41 ◽  
Author(s):  
Annette Gough ◽  
Noel Gough
Keyword(s):  
Sustainable Development ◽  
Environmental Education ◽  
United Nations ◽  
Citizenship Education ◽  
Global Citizenship ◽  
Intrinsic Value ◽  
Education For Sustainable Development ◽  
Resource Base ◽  
Natural Resource Base

AbstractThis article explores the changing ways ‘environment’ has been represented in the discourses of environmental education and education for sustainable development (ESD) in United Nations (and related) publications since the 1970s. It draws on the writings of Jean-Luc Nancy and discusses the increasingly dominant view of the environment as a ‘natural resource base for economic and social development’ (United Nations, 2002, p. 2) and how this instrumentalisation of nature is produced by discourses and ‘ecotechnologies’ that ‘identify and define the natural realm in our relationship with it’ (Boetzkes, 2010, p. 29). This denaturation of nature is reflected in the priorities for sustainable development discussed at Rio+20 and proposed successor UNESCO projects. The article argues for the need to reassert the intrinsic value of ‘environment’ in education discourses and discusses strategies for so doing. The article is intended as a wake-up call to the changing context of the ‘environment’ in ESD discourses. In particular, we need to respond to the recent UNESCO (2013a, 2013b) direction of global citizenship education as the successor to the UN Decade of Education for Sustainable Development 2005–2014 that continues to reinforce an instrumentalist view of the environment as part of contributing to ‘a more just, peaceful, tolerant, inclusive, secure and sustainable world’ (UNESCO, 2013a, p. 3).

scholarly journals EDUCATION FOR SUSTAINABLE DEVELOPMENT: PRINCIPLES, TECHNOLOGIES, PRACTICES

2017 ◽  
Vol 2017 (4) ◽  
pp. 60-63
Author(s):  
София Горбунова ◽  
Sofia Gorbunova
Keyword(s):  
Sustainable Development ◽  
Environmental Education ◽  
Educational Practice ◽  
Education For Sustainable Development ◽  
Theory And Practice ◽  
Comparative Approach ◽  
Practical Implementation ◽  
Development Programs ◽  
The Sustainable Development ◽  
Ecological Culture

<span>The article discusses the principles of education for sustainable development and examples of their implementation in the context of the ecological culture formation. The subject of the study is environmental education for sustainable development. The aim of this research is to formulate the principles of education for sustainable development and to show the ways of their practical implementation. The research uses the comparative approach with elements of hypothetical-deductive analysis. As a result of the study, a set of interrelated principles determining education for sustainable development was defined: continuity, inclusiveness, interdisciplinarity, integration, unity of theory and practice. The results of this study can be used in educational practice in the creation and implementation of curricula and courses, as methodological recommendations for the work of volunteer organizations and educational environmental activities. The results can be used in the sustainable development programs designed by the administrative authorities. Environmental education is an important tool for implementing the concept of sustainable development. Thus, the outlined educational principles should become the basis of educational practices and technologies aimed at the formation of ecological culture and the ecologization of consciousness.</span>

scholarly journals Higher Pedagogical Education for Sustainable Development in Russia and in France: A New Master’s Degree Programs

2021 ◽  
Vol 295 ◽  
pp. 05019
Author(s):  
Olga Ilina ◽  
Evgeniia Brazhnik
Keyword(s):  
Sustainable Development ◽  
Teacher Training ◽  
Master's Degree ◽  
Education For Sustainable Development ◽  
Training System ◽  
Educational Process ◽  
Global Changes ◽  
Degree Programs ◽  
Master's Degree Programs ◽  
Master’S Degree

Higher pedagogical education in Russia and France is currently undergoing modernization. In connection with the new challenges of time, global changes in the world community there is a growing public interest in the problems of sustainable development as the only possible way of civilization movement. Under these conditions, there is a need to improve teacher training, the inclusion of new training modules in the educational process, and the creation of new master’s degree programs. This study aims to analyze the situation by introducing the idea of “education for sustainable development (ESD)” into the organization of higher teacher education, which is constantly reforming in the context of the Bologna process, on the example of two countries - Russia and France. The study identifies the main tendencies of pedagogical education modernization, examines the teacher training system in terms of ESD ideas, considers Master’s programs in universities of Russia and France.

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