Environmental Sustainability in Practice

Defining Sustainability Education

Throughout the timelines, we have seen the emergence of several different terms to describe education that relates to our relationship with nature. What do these terms actually mean? How are they different? Or do they really just mean the same thing but have different names, given the social political context? Some argue that the various terms have diversified the field, while others are critical of its fracturing effects. Even a single term can have multiple variations, and terms are often used interchangeably. Given these challenges, let’s take a look at some of the definitions.

Read Appendix A—Definitions of Environmental Education Traditions, DEEPER to get a quick overview of how the Ontario Institute for Studies in Education at the University of Toronto has differentiated between some of the commonly used terms associated with sustainability education.

Since environmental education, education for sustainable development, and education for sustainability are the most common terms used worldwide, we will look at each of these in a bit more depth to tease out the differences and recognize the similarities between them.

Environmental Education

Environmental education is most widely used in North America.

"Environmental education is a process that allows individuals to explore environmental issues, engage in problem solving, and take action to improve the environment." - Environmental Protection Agency, USA 

"Environmental education is education about the environment, for the environment, and in the environment that promotes an understanding of rich and active experience in, and an appreciation for the dynamic interactions of: the Earth’s physical and biological systems; the dependency of our social and economic systems on these natural systems; the scientific and human dimensions of environmental issues; the positive and negative consequen­ces, both intended and unintended, of the interactions between human-created and natural systems."  - Ontario Curriculum (Ontario, 2009, p. 4)



Education for Sustainable Development

Education for sustainable development is most widely used in Europe. UNESCO, the agency that promotes education for sustainable development, defines this term as education that “help[s] people develop knowledge, skills, values and behaviours needed for sustainable development. It is about including sustainable development issues, such as climate change and biodiversity into teaching and learning. Individuals are encouraged to be responsible actors who resolve challenges, respect cultural diversity and contribute to creating a more sustainable world” (UNESCO).

Agenda 2030 outlines clear goals surrounding education for sustainable development and its intersections with sustainable consumption and production patterns and climate change:
  • "Ensure that all girls and boys complete free, equitable and quality primary and secondary education leading to relevant and effective learning outcomes" (UNESCO, 2015, p. 17). 
  • "Ensure that all learners acquire the knowledge and skills needed to promote sustainable development, including, among others, through education for sustainable development and sustainable lifestyles, human rights, gender equality, promotion of a culture of peace and non-violence, global citizenship and appreciation of cultural diversity and of culture’s contribution to sustainable development" (UNESCO, 2015, p. 17).
  • "Ensure that people everywhere have the relevant information and awareness for sustainable development and lifestyles in harmony with nature" (UNESCO, 2015, p. 23).
  • "Improve education, awareness-raising and human and institutional capacity on climate change mitigation, adaptation, impact reduction and early warning" (UNESCO, 2015, p. 23).
Dr. Charles Hopkins, UNESCO Chair in Reorienting Teacher Education explains Education for Sustainable Development.

 

Education for Sustainability

Environmental education and education for sustainable development have fairly defined histories and established definitions. Differences between their concepts and focus are distinguishable. Education for sustainability, on the other hand, is often used interchangeably with these terms and the differences between education for sustainability and the other terms are not as clear. However, several institutions worldwide have chosen to adopt this terminology and have developed definitions to reflect their perceptions.

The Cloud Institute for Sustainability Education in New York City defines education for sustainability as "a transformative learning process that equips students, teachers, and school systems with the new knowledge and ways of thinking we need to achieve economic prosperity and responsible citizenship while restoring the health of the living systems upon which our lives depend". - The Cloud Institute for Sustainability Education (variations on Cloud’s definition include informal educators as well)

Jaimie Cloud, founder of the Cloud Institute, and pioneer in the field of Education for Sustainability talks about her interpretation of education for sustainability.


The Australian curriculum defines education for sustainability as follows:

"Education for sustainability develops the knowledge, skills, values and world-views necessary for people to act in ways that contribute to more sustainable patterns of living. It enables individuals and communities to reflect on ways of interpreting and engaging with the world.  Sustainability education is futures-oriented, focusing on protecting environments and creating a more ecologically and socially just world through informed action. Actions that support more sustainable patterns of living require consideration of environmental, social, cultural and economic systems and their interdependence." - Australian Curriculum, Assessment and Reporting Authority (ACARA)


 

This page has paths:

This page references: