Immortalizing Values Through Education for Sustainable Development

Introduction:

Education is the primary agent of transformation towards sustainable development, increasing people’s capacities to transform their visions for society into reality. Education network services not only provides scientific and technical skills, it also provides the motivation, and social support for pursuing and applying them. For this reason, society must be deeply concerned that much of current education falls far short of what is required. When we say this, it reflects the very necessities across the cultures that allow everyone become responsible towards quality enhancement.

Improving the quality and revelation of education Services and reorienting its goals to recognize the importance of sustainable development must be among society’s highest priorities. It is not that we talk only about environment but also about every component of life.

We therefore need to clarify the concept of education for sustainable development. It was a major challenge for educators during the last decade. The meanings of sustainable development in educational set ups, the appropriate balance of peace, human rights, citizenship, social equity, ecological and development themes in already overloaded curricula, and ways of integrating the humanities, the social sciences and the arts into what had up-to-now been seen and practiced as a branch of science education.

Some argued that educating for sustainable development ran the risk of programming while others wondered whether asking schools to take a lead in the transition to sustainable development was asking too much of teachers.

A New Vision for Education

These many initiatives illustrate that the international community now strongly believes that we need to foster – through education – the values, behavior and lifestyles required for a sustainable future. Education for sustainable development has come to be seen as a process of learning how to make decisions that consider the long-term future of the economy, ecology and social well-being of all communities. Building the capacity for such futures-oriented thinking is a key task of education.

This represents a new vision of education, a vision that helps learners better understand the world in which they live, addressing the complexity and inter-contentedness of problems such as poverty, wasteful consumption, environmental degradation, urban decay, population growth, gender inequality, health, conflict and the violation of human rights that threaten our future. This vision of education emphasizes a holistic, interdisciplinary approach to developing the knowledge and skills needed for a sustainable future as well as changes in values, behavior, and lifestyles.

Seeking sustainable development through education requires educators to:

• Place an ethic for living sustainable, based upon principles of social justice, democracy, peace and ecological integrity, at the center of society’s concerns.
• Encourage a meeting of disciplines, a linking of knowledge and of expertise, to create understandings that are more integrated and contextualized.
• Encourage lifelong learning, starting at the beginning of life and stuck in life – one based on a passion for a radical transformation of the moral character of society.
• Develop to the maximum the potential of all human beings throughout their lives so that they can achieve self-fulfillment and full self-expression with the collective achievement of a viable future.
• Value aesthetics, the creative use of the imagination, an openness to risk and flexibility, and a willingness to explore new options.
• Encourage new alliances between the State and civil society in promoting citizens’ liberation and the practice of democratic principles.
• Mobilize society in an intensive effort so as to eliminate poverty and all forms of violence and injustice.
• Encourage a commitment to the values for peace in such a way as to promote the creation of new lifestyles and living patterns
• Identify and pursue new human projects in the context of local sustainability within an earthly realization and a personal and communal awareness of global responsibility.
• Create realistic hope in which the possibility of change and the real desire for change are accompanied by a rigorous, active participation in change, at the appropriate time, in favor of a sustainable future for all.

These responsibilities emphasize the key role of educators as ambassador of change. There are over 60 million teachers in the world – and each one is a key ambassador for bringing about the changes in lifestyles and systems that we need. But, education is not confined to the classrooms of formal education. 

Key Lessons

Deciding how education should contribute to sustainable development is a major task. In coming to decisions about what approaches to education will be locally relevant and culturally appropriate, countries, educational institutions and their communities may take heed of the following key lessons learnt from discussion and debate about education and sustainable development over the past decade.

• Education for sustainable development must explore the economic, political and social implications of sustainability by encouraging learners to reflect critically on their own areas of the world, to identify non-viable elements in their own lives and to explore the tensions among conflicting aims. Development strategies suited to the particular circumstances of various cultures in the pursuit of shared development goals will be crucial. 
• The movement towards sustainable development depends more on the development of our moral sensitivities than on the growth of our scientific understanding – important as that is. Success in the struggle for sustainable development requires an approach to education network services that strengthens our engagement in support of other values – especially justice and fairness – and the awareness that we share a common destiny with others.
• Ethical values are the principal factor in social consistency and at the same time, the most effective agent of change and transformation. Ultimately, sustainability will depend on changes in behavior and lifestyles, changes which will need to be motivated by a shift in values and rooted in the cultural and moral precepts upon which behavior is based. Without change of this kind, even the most enlightened legislation, the cleanest technology, the most sophisticated research will not succeed in steering society towards the long-term goal of sustainability.

Final words

We therefore need to clarify the concept of education for sustainable development. It was a major challenge for educators during the last decade. The meanings of sustainable development in educational set ups, the appropriate balance of peace, human rights, citizenship, social equity, ecological and development themes in already overloaded curricula, and ways of integrating the humanities, the social sciences and the arts into what had up-to-now been seen and practiced as a branch of science education.

These many initiatives illustrate that the international community now strongly believes that we need to foster – through education – the values, behavior and lifestyles required for a sustainable future. Education for sustainable development has come to be seen as a process of learning how to make decisions that consider the long-term future of the economy, ecology and social well-being of all communities. Building the capacity for such futures-oriented thinking is a key task of education.