engleski

sociological dimensions of education for sustainable development

The process of sustainable development is inherently a process of breeding values, rising awareness and learning with which we, if we choose to, can develop human capabilities, institutional and other capacities to live in a more sustainable manner. In this paper, we shall display in short outlines some processes in the global planetary system (global warmng, the extinction of species, the imbalance between between growth and the environment) which give an education on sustainable development the status of an urgent need. We insist on the differentiation between upbringing and education. Without an adequate ˝axiological introduction˝ there can be no adequate education for sustainable development. In our work we elaborate on our suggestion of the general content of the curriculum (ten primary topics) for the education of sustainable development. They are: 1. Life as a basic value, biophilia, affirmation of life and the living world as opposed to destruction ; 2. A will to act against ambivalence and apathy ; 3.The interdependence of nature/environment, society, economy – ecological, socio- cultural and economic sustainability and the political aspect – self- definition formed from within ; 4. The needs and rights of the generations to come ; 5. The ˝holding capacity˝ of ecosystems and development, etc. The social modes of the process of upbringing and education for sustainable development are institutional and non – institutional, and the main social actors - real and virtual participants, (educated) actors and the distribution of work between them. The message of our work is that the development of lifelong learning for sustainable development requires new educational programmes, including programes in higher education, new institutions and new participants who will provide newvalues and knowledges. It won´t be possible to create answers to the challenges put in front ofus by current forms of unsustainable development without them.

sociology ; values ; environmental awareness ; institutions ; higher education in SD

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