-------- Original Message --------
|Subject:||Sustainability in Education: a critical reappraisal of practice and purpose|
|Date:||Mon, 27 Aug 2012 08:14:49 +0100|
|From:||William Scott <w.a.h.scott@BATH.AC.UK>|
The argument that education programmes should focus on the relationship between the quality of the natural environment and humanity's socio-economic development is at least 50 years old. It is premised on three linked propositions. The first is that humans are increasingly over-taxing the biosphere's ability to support life. The second is that gross inequalities between people across the world in terms of access to resources and achieving well-being are an affront to human dignity and a source of international and intercultural instability. These have led to the conclusion that different ways of socio-economic development are needed that will enable everyone to live well, and within the Earth's ability to support us – now and into the future. The third proposition is that education, viewed broadly, is a critical social strategy if these issues are to be successfully addressed, and hence the need for education of all kinds that focuses on sustainability.
This special issue examines this last proposition, and research-based papers are invited which cast a critical eye on the practice and purpose of sustainability-focused education, and its successes and failures, thus far.