The Place of Concerns for Posterity in the Global Education for Sustainable Development Agenda

2015 ◽  
pp. 222-243
Author(s):  
Katia Vladimirova
Keyword(s):  
Sustainable Development ◽  
Environmental Ethics ◽  
Global Education ◽  
Education For Sustainable Development ◽  
Future Generations ◽  
Clear Understanding ◽  
Education Philosophy ◽  
Development Agenda ◽  
Definition Of ◽  
Conceptual Foundations

Education is a powerful tool to alter unsustainable values and mindsets. But in order for it to be used most efficiently it is crucial to have a clear understanding of what values should be advanced, changed, or developed. This chapter aims to clarify some conceptual difficulties with the value of future generations in education for sustainable development. Future generations are embedded in the definition of sustainable development and can be reasonably expected to be at the heart of education for sustainable development. This chapter explores this assumption and analyzes how future-oriented concerns are formulated and advanced in the global educational agenda put forward during the Decade of Education for Sustainable Development (2005-2014) led by UNESCO. This analysis compares conceptual foundations of ESD against key developments in climate and environmental ethics on the treatment of posterity. This chapter can contribute to the disciplines of environmental education, philosophy of education, and to climate ethics.

The Place of Concerns for Posterity in the Global Education for Sustainable Development Agenda

2017 ◽  
pp. 1433-1453
Author(s):  
Katia Vladimirova
Keyword(s):  
Sustainable Development ◽  
Environmental Ethics ◽  
Global Education ◽  
Education For Sustainable Development ◽  
Future Generations ◽  
Clear Understanding ◽  
Education Philosophy ◽  
Development Agenda ◽  
Definition Of ◽  
Conceptual Foundations

Education is a powerful tool to alter unsustainable values and mindsets. But in order for it to be used most efficiently it is crucial to have a clear understanding of what values should be advanced, changed, or developed. This chapter aims to clarify some conceptual difficulties with the value of future generations in education for sustainable development. Future generations are embedded in the definition of sustainable development and can be reasonably expected to be at the heart of education for sustainable development. This chapter explores this assumption and analyzes how future-oriented concerns are formulated and advanced in the global educational agenda put forward during the Decade of Education for Sustainable Development (2005-2014) led by UNESCO. This analysis compares conceptual foundations of ESD against key developments in climate and environmental ethics on the treatment of posterity. This chapter can contribute to the disciplines of environmental education, philosophy of education, and to climate ethics.

Education for Sustainable Development and Global Citizenship

2021 ◽  
pp. 67-85
Author(s):  
Francisco Parrança da Silva ◽  
Bruna F. Batista
Keyword(s):  
Systematic Review ◽  
Sustainable Development ◽  
Global Citizenship ◽  
Descriptive Analysis ◽  
School Context ◽  
Education For Sustainable Development ◽  
Pedagogical Practices ◽  
Pedagogical Strategies ◽  
Global Citizens ◽  
Definition Of

The education of global citizens prepared to live with each other and one another in a fair, respectful and sustainable way has taken a high place at the heart of education systems, politics and practices in different parts of the world. This document presents a systematic review, carried through a survey of a cohort of articles that portray pedagogical practices of Education for Sustainable Development (ESD) and/or Global Citizenship of children (three-to-thirteen) in school context. For this systematic review three search phases/stages were performed/took place: a) definition of keywords, b) definition of exclusion and inclusion criteria, and c) construction of three tables that will serve the purpose of data collection for later analysis. A descriptive analysis will be carried out as a way of assessing which pillars of Sustainable Development (SD), sustainability themes, pedagogical strategies and key competences for SD are most representative in reported practices in early childhood education.

scholarly journals Education for Sustainable Development (ESD) in China’s Local Primary Schools: A Pilot Study

2020 ◽  
Vol 9 (4) ◽  
pp. 118
Author(s):  
Ronghui (Kevin) Zhou
Keyword(s):  
Sustainable Development ◽  
Pilot Study ◽  
Primary Education ◽  
Primary Schools ◽  
Education For Sustainable Development ◽  
Urban China ◽  
Current Status ◽  
Structured Interviews ◽  
Definition Of ◽  
Education Support

This study discusses the current status of ESD implementation in three primary schools and examines factors that have impacted the implementation of ESD in a district of an urban Chinese cities. Semi-structured interviews were conducted with three primary school principals and three school teachers. Thematic analysis was used to analyze the data. Three themes emerged that have impacted ESD implementation in this pilot study are discussed: the definition of ESD, lack of local education support, and exam pressures. The results suggested that ESD is underdeveloped in the selected context of urban China. Further investigation is required to capture the whole scope of ESD implementations in China’s primary education.  Keywords: Education for Sustainable Development; Primary Education; Case Study; Teacher and Principal; China 

scholarly journals Twenty Years of China's Education for Sustainable Development(ESD) Program: Review and Prospect

2019 ◽  
Vol 3 (5) ◽  
Author(s):  
Qiaoling Wang
Keyword(s):  
Sustainable Development ◽  
International Cooperation ◽  
Education For Sustainable Development ◽  
Program Review ◽  
Whole School ◽  
Education Theory ◽  
The Subject ◽  
New Interpretation ◽  
Basic Characteristics ◽  
Definition Of

The basic characteristics of China ESD program is: The dual attribute of the definition of ESD; A new interpretation of the subject-oriented education theory from the perspective of sustainable development; ESD is an Important Content of strengthening morality education;The "whole-school " model has become the norm; An international cooperation and exchange platform has been actively built.

scholarly journals Local communities, health and the sustainable development goals: the case of Ribeirão das Neves, Brazil

2016 ◽  
Vol 18 (36) ◽  
pp. 365-375 ◽  
Author(s):  
Viviane H. França ◽  
Ulisses E. C. Confalonieri
Keyword(s):  
Sustainable Development ◽  
Sustainable Development Goals ◽  
Local Communities ◽  
Cross Sectional ◽  
The Sustainable Development ◽  
Development Agenda ◽  
Validated Questionnaire ◽  
Poor Households ◽  
Development Goals ◽  
Definition Of

Abstract Health is part of the Sustainable Development Agenda adopted by the United Nations and local communities have an important role in the definition of their own development needs and in the discussion of the post-2015 Sustainable Development Goals. A field survey using a validated questionnaire was applied to 336 extremely poor households in a Brazilian municipality. The survey was a cross-sectional and observational study and included interviews with healthcare professionals and social workers. Drug/alcohol abuse was pointed as the major problem to obtain improvements in quality of life. The prevalence of disability was 14%. A reduction in rates of deaths caused by crimes and prevention of disabilities should be included as health targets under the SDGs.

Project-Based Learning in Education for Sustainable Development: A Case Study of Graduate Planning Students

2019 ◽  
Vol 3 (1) ◽  
pp. 1-16 ◽  
Author(s):  
Yael Teff-Seker ◽  
Michelle Eva Portman ◽  
Keren Kaplan-Mintz
Keyword(s):  
Sustainable Development ◽  
Environmental Planning ◽  
Education For Sustainable Development ◽  
Vital Role ◽  
Project Based Learning ◽  
Future Generations ◽  
Control Group ◽  
Attitudes And Behaviors ◽  
Environmental Considerations

Urban planning can serve a vital role in meeting the goals of education for sustainable development (ESD); it could potentially provide future planners with the environmental considerations necessary to meet the needs of the present without compromising the ability of future generations to meet their own needs. This article presents findings from a quantitative study of planning students’ experiences with Project- and Problem-Based Learning (PPBL). Graduate planning students in an environmental planning class were divided into two groups according to their course assignment, PPBL or non-PPBL, and given pre- and post-questionnaires, with questions to grade statements on environmental attitudes and behaviors. PPBL students reported a statistically significant change in environmental behavior involving others, while neither behavior nor attitudes changed significantly for students in the control group. Then, semi-open interviews were conducted with 11 of the students 3 years later. The interviews indicate that PPBL students remembered more content related to their assignments and felt they received more types of planning experiences and tools than those in the control group.

A Letter from the Future: UNESCO and the Decade of Education for Sustainable Development

2006 ◽  
Vol 22 (1) ◽  
pp. 63-70 ◽  
Author(s):  
John Fien
Keyword(s):  
Sustainable Development ◽  
Civil Society ◽  
Action Plan ◽  
Education For Sustainable Development ◽  
Future Generations ◽  
Lead Agency ◽  
National Education ◽  
The World ◽  
National Education Systems ◽  
The Media

AbstractThis paper begins with a letter of thanks from future generations for the wisdom our generation has shown in initiating a Decade of Education for Sustainable Development. It describes the overall goals of the Decade and focuses on the Action Plan being developed by UNESCO to guide its contributions as the international lead agency for the Decade. These are shown to be two-fold. The first is one of leadership, catalysing, coordinating and supporting activities around the world, especially supporting the re-orientation of national education systems and policies in support of sustainable development and encouraging civil society, the private sector and the media to participate. The second is as a substantive implementer of Education for Sustainable Development, itself, helping to create an enabling environment for the achievement of the objectives of the Decade.

Islamic ethical responsibilities for business and sustainable development

Humanomics ◽  
2016 ◽  
Vol 32 (1) ◽  
pp. 80-94 ◽  
Author(s):  
Abul Hassan
Keyword(s):  
Sustainable Development ◽  
Environmental Ethics ◽  
Value Chain ◽  
Environmental Concern ◽  
Human Beings ◽  
Content Type ◽  
The Holy Quran ◽  
Environmental Development ◽  
Definition Of ◽  
Ethical Responsibilities

Purpose – The purpose of this paper is to address the issue of environmental development in view of the Islamic ethical responsibilities, and the extent to which businesses should be involved in environment development activities will be addressed. Design/methodology/approach – This study integrates the mainstream and Islamic positions on the subject of the environment and sustainable development based on published literature and argues that whichever definition of environmental development one might subscribe to eventually each arrives at an environmental concern. It takes inspiration from the verses of the Holy Quran and ethics of the sayings of Prophet Muhammad (peace be upon him) in respect of environment and business that indicate a way out of this impasse. Findings – This study shows that the Islamic approach is more agreeable to environmental protection, and the issues associated with environmental and sustainable development have moral, ethical and social responsibilities, and the businesses should have on intense commitment to Islamic ethics in justice and welfare of human beings. Because of environmental ethics in Islam, and the value chain of suppliers through customers, businesses should be aware of the environmental aspects and impacts of their companies. Originality/value – This paper enhances the understanding of Islamic ethical responsibilities in business, environmental and sustainable development and attempts to show attributes of the various levels of behaviour of an organisation.

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