Educational Theory and Sustainable Education - Essay Example

Educational Theory and Sustainable Education INTRODUCTION Since the middle of the 20th century the treatment of natural resources and other species has been questioned. The concepts of sustainable development’ and ‘sustainability’ were introduced. These concepts suggested alternative ways of living and the ways to develop new patterns of behaviour or ‘ecological’ consciousness. Education was a key aspect for such transformations. (A sustained rethink) In this paper we concentrate on the issue of education as a path to sustainable development of humanity. Sustainable development requires learning and action to involve as many people as possible to address current problems and work together to solve them. The present system of education is unlikely to provide sustainable development of society. It is concentrated on the formal side of the process while education needs overall orientation and transformation. Talking about education we should note that it is not about basic literacy but about teaching skills and giving knowledge to lead sustainable living. Sustainability concept and education Sustainability problem was first highlighted by the World Commission on Environment and Development in 1987 (the Brundtland Commission). In 1992 the United Nations Conference on Environment and Development in Rio de Janiero popularised this term. The emphasis was placed on integration of thinking and action around ecological, social, political and economic systems. (Educating for a Sustainable Future, 2005) There are two currents which explain the interest in sustainability in the developed world. The first is the economisation of society or ‘finding economic values or indicators for economic and social phenomena.’ The second concerns a revaluation of nature, its transformation into a thing to be managed and controlled. These two currents are represented in ‘sustainable development’ term which exhibits human desire to dominate over nature and a contradicting, ultimate dependence on its resources. (Redclift, 2000) There are many interpretations of sustainability which require critical assessment as they serve different social and economic interests. One group focuses on “sustainable economic growth”, the other – on “sustainable human development”. The first group does not support the idea of transformation of current social or economic systems while the second calls for departure from current systems. (Tilbury, 2002) Education was viewed as the “greatest resource” to achieve ecological society. (Schumacher, 1973,p. 64 in Tilbury, 2002) Many major international reports see education as a source for sustainable living. (Tilbury, 2002) The Discussion Paper for the Thessalonikki Conference on Environment and Society: Education and Public Awareness for Sustainability highlighted the role of the education for achieving sustainability: It is widely agreed that education is the most effective means that society possesses for confronting the challenges of the future. Education, to be certain, is not the whole answer to every problem. But education, in its broadest sense, must be a vital part of all efforts to imagine and create new relations among people and to foster greater respect for the needs of the environment. (UNESCO 1998, p. 15) Education and its relevance for the achievement of sustainability goal Can the present system of education provide sustainability? Sterling (2004) asserts that: “The achievement of the individual and social change through education needs changes in education. The great attention is paid to ‘change through education’ while values and contradictions in education remain unexamined.” This highlights the agenda for education transformation. Sterling continues his argument with the assertion that a sustainable society could be built on the new vision of education and practice. A UNESCO report (2002) also calls for a ‘new vision’ and ‘a deeper, more ambitious way of thinking about education’ It needs a wholesale and urgent reorientation. However ‘education for sustainable development’ risks to become another curriculum box to be ticked. (A sustained rethink) Sterling (2004) believes that “education and sustainability debate misses the culture of education as subsystem of wider society. This non-recognition brings to the lack of ‘response-ability’ in education or ability to respond to sustainability crisis.” The development of individuals is embedded in ever larger systems from family, peers and neighborhood to work, government, culture and environment. (Santrock, 1997, 46-48) From early age we are learnt to fragment the world while the world functions like a system. Breaking problems apart makes a complex task manageable. However, the price we pay is not worth of this easiness. We cannot see our connection to the larger whole as well as the consequences of our actions. (Rossing, 1998) What is needed is the shift from a limited focus on ‘education for jobs’ toward an ecologically sustainable economy and society development. Though policymakers and practitioners set ‘education for sustainable development’ goals they are still ‘unaware of the scale of change needed’ to build sustainable society. (A sustained rethink) The trends which highlight the importance of environmental education and “education for sustainable development” are not enough to reorient and transform education. The task which Sterling sets is to criticize prevailing educational and learning paradigm which mechanistic and managerial. He offers to build education paradigm oriented on ‘humanistic and sustainability values, systems thinking, and the implications of complexity theory’. (Sterling, 2001) Education is criticized for not meeting objectives and the failure to incorporate sustainability into them, disengagement of participants of the system, ecological illiteracy and its outcomes. These failures are aggravated by the instrumental view on education which views education and social and political context in linear relations thus separating them. (Sterling, 2004) Education fosters many positive changes like improvement of agricultural productivity or increase of environmental protection. However, the relationship is not linear. For example, to increase agricultural productivity four to six years of education are needed. It takes nine to twelve years of education to increase industrial productivity nationally. (Hopkins and McKeown, 2002) Sterling views “sustainable education” in the context of ‘a change of educational culture that values, sustains, and realizes human potential in relation to the need to attain and sustain social, economic, and ecological wellbeing.’ Redclift (2000) also supports the view that to achieve sustainability human lifestyles and behaviour should undergo substantial changes which ‘need to be brought about through conscious policy, and be embodied in legal principles’. Education as a subsystem of socio-economic system Education is a subsystem of socio-economic system. There’s an assumption that education is not only influenced by the values of the society but directly or indirectly influences the society over time irrespective of the social context in which it operates. However, the system of education is more influenced by society than it exerts influence on the emerging society. (Sterling, 2004) Education impacts people and transforms society at micro level. The more powerful influence is exerted by the society values and culture and its view on education. Thus society influence is fast while education has long term effect on society, its individuals. (Sterling, 2004) Transformation cannot be done by simply adding sustainability concepts to the curriculum. A cultural shift in our vision of education should be produced based on ecological or relational view of the world. (Fribourg, 2003) The problem of school curriculum is in its emphasis on abstract knowledge about environmental problems such as pollution or species extinction without relating them to the lives of pupils. The abstract problem remains the one on the paper and does not fit into experiences of students. Such exclusion of local situations from educational focus leads to inadequate understanding of problems. Everyone remains staying aside, believing that it does not concern him personally. Social systems with its values, norms and expectation have greater effect on people than a formal education. However what we have is instructive delivery of the education rather than applying participatory strategies. In its instrumental expression education has little transformative effect on society. (Sterling, 2004) Currently the education employs ‘mould to fit’ model which ensures social continuity but not cultural change needed to transform unsustainable society. What needs to be done is re-creation of educational thinking, policy and practice, developing sustainable modes of behaving and living. ‘Critique/create’ a transformative model should be accepted. (Fribourg, 2003) The inequalities and ills of societies in 1960s and 70s made people aware of the need to transform the existing social order to a more equal and democratic society. The role of schools was revaluated. Schools as venues contributing to social and economic inequalities should be transformed into those reflecting democratic ideals. The goal of education was seen in transformation of existing cultural and civic norms and identifying alternatives for social justice, the common good or the public interest of all citizens. (Tilbury, 2002) School reform is not linear (Fullan, 1996). Schools are systems in which everything is interconnected. (Curtis & Stollar, 2002) Teaching and curricula, schedules and resources, professional development and availability of developmental possibilities are all interconnected. The change of one component is unlikely to change the whole system unless the attention is paid to the entire system. Only changes in the system as a whole can ‘provide the leverage to sustain infrastructure movement and development over time.’ (Grimes, 2006) Educational reform Educational reform requires adaptable and committed leaders to sustain success at all levels of the organization. (Fullan, 2005) To transform the system a long-term approach rather than a quick-fix mentality is required. (Fullan, 2002) Education for sustainability is more about the process rather than a fixed goal. It accompanies relationships between individuals, groups and their environment. (Sterling/EDET Group 1992, p. 2) Sustaining innovation requires a focused effort and energy. People working at school generally select and concentrate on one strategy or initiative. Educators feel overworked when imposed a great number of requirements. The most they choose to do is to implement one change in practice instead of implementing initiative after initiative and strategy after strategy. Thus the desired result is not achieved. (Grimes, 2006) Higher education has been always associated with sustainable development and economic development because both required professional leaders able to carry out activities contributing to national development. (Donnorummo, 2000) In the 20th century a country’s economic, social, political, and technological status was believed to depend greatly on the education. With the globalization process when the competition increased and nations ‘became increasingly concerned about the quality and relevance of their educational programs’. (Donnorummo, 2000) In Western civilizations formal education aimed to help youngsters to meet the needs of industry for skilled workers. It was devoted to the development of the ‘basic skills of literacy and numeracy and the transmission of a common culture among the masses.’ (Tilbury, 2002) However, this concern was managerial and economistic. People are regarded as consumers, educated to ‘compete and consume’ rather than to ‘care and conserve.’ In whirl of constant testing, inspection, precise learning outcomes, performance indicators, competition the sense of true, authentic education was lost. (Fribourg, 2003) The central issues of education for sustainability are environmental quality (climatic change, deforestation, and degradation, desertification, etc) and human development (security, poverty, sustainable tourism, urban quality, etc). (Tilbury and Fien, 2002) Ecological sustainability supposes alternative ways of environment treatment which is expressed in movements in areas of sustainable agriculture, sustainable housing and construction, responsible consumerism and ethical investment, etc. (Fribourg, 2003) Formal education does not account for these trends and is not able to move in the right direction. We need to look at the purpose of education and make a change in educational culture directing the social learning towards sustainability. The focus is not on integration sustainability into education but innovation of education for sustainable development. (Fribourg, 2003) Sterling (2004) agrees that: “Most schools, colleges and universities currently have little scope for becoming more sustainable themselves, let alone helping students and pupils develop the understanding and skills necessary for sustainable living.” Education for sustainability does not suppose only nature study but the immersion of nature-based themes “in concepts of human rights, equity and democracy which are the core issues of sustainability.” (Fien 1998) In modern discourse of education issues of justice and ecological sustainability are missed while people are initiated to develop concepts and skills to find technological solutions to environmental problems without understanding their social, political and economic roots. (Tilbury and Fien, 2002) Sustainability education is based on “three Es” - the economy, the environment, and social equity. On one hand people need a critical understanding of interrelation of ecological, social, and economic issues, on the other they should be able to create and work in a community for the well-being of every member. (Santone, 2004) Education for sustainability needs to ‘extend the focus of education from schools into the community.” Education cannot be viewed in relation to academic subjects but as a ‘participatory process involving all areas of civil society.’ It teaches relationship between ecology and everyday life and views science as ‘a servant of social ecological change.’ (Tilbury and Fien, 2002) Besides in many countries the concepts of education for sustainable development are developed not by educators but environment and health ministries which is seen as a problem to be overcome. (Hopkins and McKeown, 2002) The role of educators must be central in the delivery of sustainable development messages. They should be directly involved in developing the concepts, content, pedagogy, evaluation, and research to support sustainable development creation. The effort to reorient basic education should be integrated and concerted. Sterling, S. (2004) believes that ‘society's movement towards sustainability is a profound learning process involving everybody engaged in education.’ Training of leaders from different sectors - business, industry, universities, governments, and community organizations – will contribute to reasonable environmental management and provide sustainability in the future. Leader from different sectors should cooperate and create policies, community-based projects and other activities . Only concerted effort is likely to make a change. (Tilbury, 2002) Sustainability-based learning starts with meaningful questions about us, our communities, and the future. Taking real life situation and finding decision for the problems identified, students take on them the role of citizens, scientists, and policymakers and learn to think and act accordingly. (Santone, 2004) More education does not lead to sustainability. To develop sustainable societies one cannot just teach basic literacy. The term “reorienting education” is used more and more to describe those changes needed for sustainable development. Basic education should be reoriented to include more principles, skills and values related to sustainability which can ‘motivate people to lead sustainable livelihoods, to participate in a democratic society, and to live in a sustainable manner’. (Hopkins and McKeown, 2002) Such forms of education guide people to find different interpretations of sustainable development (Huckle 1996 in Tilbury, 2002). This process of critical thinking makes people explore sustainability and forces which foster or impede its development. People are entailed in decision-making of such issues as international and intergenerational equity, ecological footprints, the ownership of common property resources. They are engaged in debates about qualitative versus quantitative growth. (Tilbury and Fien, 2002) Sustainability concepts must be incorporated not only in existing accreditation systems but in business leadership area ‘linking sustainability and stakeholder values and presenting case examples in training, education, and development’. (Wakefield, 2003) The responsibility for sustainable development education cannot be placed solely on formal education but on the non-formal education sector (nature centres, non-governmental organizations, public health educators, and agricultural extension agents) and the informal education sector ( local television, newspaper and radio). (Hopkins and McKeown, 2002) The dominant educational model which views education as the way to achieve private economic goals ‘fails to embrace the whole of what it means to be human.’ (Goodlad 1997, p. 11) A person prepared for life is not a person prepared for work. This preparation involves more than only economic factors. It develops in a person the ability of critical thinking, a sense of personal identity and awareness of other people needs. (Tilbury, 2002) Schooling must not only include vocational education but liberal education as well. Concentration of curriculum only on disciplines of knowledge develops only spectators and observers but not active participants of the society. Sustainable society requires active participants who can change the world for better. Education for sustainability imbeds the principles of, peace, equality and human rights, conservation, appropriate development and democracy. Environmentally sustainable worldview should be developed in young generations of people. This requires changes in the dominant in modern societies’ ways of thinking, working and living. Technological worldview should be challenged to develop social consciousness, new values and cultural assumptions which will result in overall environmental ethic. The importance of changes on the local level and in particular communities and the need of changes in education resulted in the introduction of variety of programs. In the next section we’d like to overview some of the programs launched in different parts of the world to illustrate how people can make a difference. Case Studies In the Quinte bio-region of Eastern Ontario, a project titled Growing Jobs for Living Through Environmental Adult Education was launched to build more sustainable community. The idea in the basis of the project is to foster environmental adult education and participatory research to develop sustainable community. The objectives of the project are to create opportunity for people to discuss issues of interest in their community, finding alternative “green” goods and services to depend less on businesses and governments, addressing environmental problems. People consider important for their community problems though participation in research workshops, study circles, surveys and interviews. Such activities are important to build public awareness and involve people in educational process. The project confirmed its validly and potential. (from Clover Environmental adult education: growing jobs for living, 2002) Another educational initiative was taken in Zimbabwe. Rifa Conservation Camp has been teaching biodiversity in Zambezi River Valley conservation for more than 10 years. The aim of Rifa is development of environmentally literate citizens in Zimbabwe. The education programme at Rifa turned from the week long courses into ‘indigenous resource management/issue-related learning experience.’ Students have an opportunity to understand the interrelationships within the environment. They get experiential learning experience. Teaching methods used ‘encourage problem-solving skills, critical thinking and the ability to work and negotiate with others.’ (from Stiles, Education to sustain the Zambezi) CONCLUSION Since early 1980s the public interest was aroused by sustainability problem. Among a great variety of sustainability interpretations there are two opposed to each other – one focused on “sustainable economic growth”, the other – on “sustainable human development.” In this paper we try to determine the role of education for the sustainable development both economic and human. Many researches agree on the fact that education is vital for sustainability of every society. However, the present educational approaches are unlikely to provide sustainability in modern societies. Through centuries education has been concentrated on economic factors and benefits. In the 20th century education determined economic, social, political, and technological status of a country. Western civilizations raised only skilled workers, but not conscious citizens. This economistic approach towards education and viewing people as consumers created a system of education which his unable to provide sustainable development of society. The true goal of education was lost. Sustainability-based learning starts when we ask question about us, our communities, and the future. Education for sustainability does not suppose only profound knowledge of nature but it is concerns in relating environmental issues with human rights, equity and democracy themes. Education for sustainability focuses on environmental quality and human development. That’s why education needs urgent transformation or reorientation. Sterling (2004) highlights the need for changes in education. These changes cannot be done by simply adding sustainability concepts to the curriculum. But we need to change our vision of education and base it on ‘ecological or relational view of the world’. (Fribourg, 2003) We need to re-create educational thinking, policy and practice, developing sustainable modes of behaving and living. The responsibility for sustainable development should be placed on formal education, non-formal education sector and the informal education sector as well on organizations and individuals. Vocational education should be complemented by liberal education. Young people should be developed environmentally sustainable worldview though changes in social consciousness, values and cultural assumptions. The steps in the right direction are already seen in some programs initiated in different parts of the world. For example, Growing Jobs for Living Through Environmental Adult Education in the Quinte bio-region of Eastern Ontario, Canada or Rifa Conservation Camp, another educational initiative taken in Zimbabwe. The efforts of every individual or any initiate will benefit the society’s sustainability. References Clover D. E. (2002). Environmental adult education: growing jobs for living. In D. Tilbury, R. B. Stevenson, J. Fien & D. T. Schreuder (Eds.), Education and Sustainability: Responding to the Global Challenge. Commission on Education and Communication, IUCN. Curtis, M. J., & Stollar, S. A. (2002). Best practices in system-level change. in A Thomas & J. Grimes (Eds.) Best practices in school psychology IV (pp. 223-234). Bethesda, MD: National Association of School Psychologists. Educating for a Sustainable Future. A National Environmental Education Statement for Australian Schools (2005). Curriculum Corporation. A sustained rethink. 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Teaching for a healthier Earth: sustainability education has young students seeing the world in a new way. Instructor. Santrock, J. (1997) Life-Span Development. Chicago: Brown & Benchmark Sterling,S./EDET Group (1992). Good Earth-Keeping:Education Training and Awareness for a Sustainable Future. Environment Development Education and Training Group UNEP-UK:London. Sterling, S. (2001) Sustainable Education: re-visioning learning and change, Schumacher Briefing no 6, Green Books, Totnes. Sterling, S. (2004). Whole systems thinking as a basis for paradigm change in education: Explorations in the context of sustainability., University of Bath. Wakefield, J. (May, 2003). Teaching sustainability - Environmental Education. Environmental Health Perspectives. Stiles K.G. (2002). Education to sustain the Zambezi. In D. Tilbury, R. B. Stevenson, J. Fien & D. T. Schreuder (Eds.), Education and Sustainability: Responding to the Global Challenge. Commission on Education and Communication, IUCN. Tilbury, D., Stevenson, R.B., Fien, J., Schreuder, D., (eds.) (2002) Education and Sustainability: Responding to the Global Challenge, Commission on Education and Communication, IUCN. UNESCO (2002) Education for Sustainability – From Rio to Johannesburg: Lessons learnt from a decade of commitment, UNESCO, Paris. Read More