Living in the Earth

Stephen Sterling
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Stephen Sterling: Stephen Sterling is Director of the Centre for Sustainable Futures at the University of Plymouth, and Senior Advisor to the UK Higher Education Academy ESD Project. Email: stephen.sterling@plymouth.ac.uk

Journal of Education for Sustainable Development, 2010, vol. 4, issue 2, 213-218

Abstract: The importance of recognising the mismatch between a shared perception of separateness in Western thinking and the systemic and inevitably participative nature of the world is outlined. The article then traces the development of forms of ‘education for change’ that seek to address sustainability issues that stem from dissociation, and notes that diversity of forms has led to a degree of fragmentation, while calls for an integrative and coherent approach to educational reform are becoming stronger. Less attention and loyalty should be paid to labels, and more to meaning and values informing educational thinking and practice. Whilst diverse forms of education for change have value, an imperative remains to rethink education more widely so that it is fully responsive to the times we live in. A plea for ‘Sustainable education’ denoting a change of educational culture that is at heart relational and in accord with the Earth Charter, is made.

Keywords: Perception; dissociation; labels; sustainable education (search for similar items in EconPapers)
Date: 2010
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Persistent link: https://EconPapers.repec.org/RePEc:sae:jousus:v:4:y:2010:i:2:p:213-218

DOI: 10.1177/097340821000400208

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