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This book is an introduction to the long history of human learning,
the environment and sustainable development - about our struggles
with the natural world: first for survival, then for dominance,
currently for self-preservation, and in future perhaps, even for
long-term, mutually beneficial co-existence. It charts the long arc
of human-environment relationships through the specific lens of
human learning, putting on record many of the people, ideas and
events that have contributed, often unwittingly, to the global
movement for sustainable development. Human learning has always had
a focus on the environment. It's something we've been engaged in
ever since we began interacting with our surroundings and thinking
about the impacts, outcomes and consequences of our actions and
interactions. This unique story told by the authors is episodic
rather than a connected, linear account; it probes, questions and
re-examines familiar issues from novel perspectives, and looks
ahead. The book is of particular interest to those studying (and
teaching) courses with a focus on socio-economic and environmental
sustainability, and non-governmental organisations whose work
brings them face-to-face with the general public and social
enterprises.
It is now clear that human activity has influenced how the
biosphere supports life on Earth, and given rise to a set of
connected environmental and social problems. In response to the
challenge that these problems present, a series of international
conferences and summits led to discussions of sustainable
development and the core dilemma of our time: How can we all live
well, now and in the future, without compromising the ability of
the planet to enable us all to live well? This book identifies the
main issues and challenges we now face; it explains the ideas that
underpin them and their interconnection, and discusses a range of
strategies through which they might be addressed and possibly
resolved. These cover things that governments might do, what
businesses and large organisations can contribute, and the scope
for individuals, families and communities to get involved. This
book is for everyone who cares about such challenges, and wants to
know more about them.
This book is an introduction to the long history of human learning,
the environment and sustainable development - about our struggles
with the natural world: first for survival, then for dominance,
currently for self-preservation, and in future perhaps, even for
long-term, mutually beneficial co-existence. It charts the long arc
of human-environment relationships through the specific lens of
human learning, putting on record many of the people, ideas and
events that have contributed, often unwittingly, to the global
movement for sustainable development. Human learning has always had
a focus on the environment. It's something we've been engaged in
ever since we began interacting with our surroundings and thinking
about the impacts, outcomes and consequences of our actions and
interactions. This unique story told by the authors is episodic
rather than a connected, linear account; it probes, questions and
re-examines familiar issues from novel perspectives, and looks
ahead. The book is of particular interest to those studying (and
teaching) courses with a focus on socio-economic and environmental
sustainability, and non-governmental organisations whose work
brings them face-to-face with the general public and social
enterprises.
It is now clear that human activity has influenced how the
biosphere supports life on Earth, and given rise to a set of
connected environmental and social problems. In response to the
challenge that these problems present, a series of international
conferences and summits led to discussions of sustainable
development and the core dilemma of our time: How can we all live
well, now and in the future, without compromising the ability of
the planet to enable us all to live well? This book identifies the
main issues and challenges we now face; it explains the ideas that
underpin them and their interconnection, and discusses a range of
strategies through which they might be addressed and possibly
resolved. These cover things that governments might do, what
businesses and large organisations can contribute, and the scope
for individuals, families and communities to get involved. This
book is for everyone who cares about such challenges, and wants to
know more about them.
This volume highlights key moments and movements in this
"competence turn" in Education for Sustainable Development (ESD),
and explores the different ways in which competences have been
conceptualized and implemented. By marshaling a dialogue between
chapters and sections, the book provides a coherent whole that will
become a key source on ESD competences. The contributors develop a
conceptual map against which to chart existing (and future) ESD
competence frameworks, offer new critical case studies that explore
the implementation of educator competences in ESD at different
structural levels in different European contexts, explore the link
between pedagogy and educator competence through hitherto
unpublished case studies based on current practices across Europe,
and consider the impact of the COVID-19 pandemic on ESD and
educator competence. The book comprises 23 chapters divided into
four sections, with an introduction and concluding chapter. Section
One introduces concepts and models related to ESD competences,
while the following two sections focus on implementation and
pedagogy. In light of the foregoing material, the shorter Section
Four is both reflective and forward looking. The primary audience
for this book will be academics and students working in the fields
of Education, Sustainability Science and related disciplines.
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