Education for Sustainable Development Essay

“Sustainability is a matter of long term development” (Fowler, J., Sept.24th), this is the simplest statement describes the word “sustainability” till the end of the third week lecture. After two weeks’ lecture classes and ESS lecture classes, the concept that “sustainability is not a certain technology or policy” (Introduction to Environment, Sustainability and Society, slide79) is founded in my mind. Mind Shift organization and professor Matthew Schnurr’s research taught me more specifically that sustainability is not only about the environment.

Sustainable Development is a term, which is defined as the development that caters sustainability of the present environment in order to meet its needs and at the same time, ensures that the present development would not in any way harm the future environment for the future generations (Bartelmus, 2011). In the year 1987, the World Commission on Environment and Development published a report that concentrated on dealing with the issues related to

Sustainability should be a topic for a college writing course because it is an all-encompassing topic that allows students to hone in on their critical writing, reading, and thinking abilities. It also spans many topic areas. With these skills an individual will learn to undertake new ideas and subjects, which in turn can improve reasoning and communicating. This can be beneficial in many fields, academically, professionally, and, personally.

Sustainable development is the improvement that addresses the issues of the present without bargaining the capacity of future eras to address their own issues. It consists of two key ideas:

My knowledge prior to this class about sustainability was that it was an attempt or effort to protect the environment from the encroachment of unchecked suburban sprawl. My assumptions were that it was a product of the 1970s counter culture hippie movement and a return back to nature. However, during the process of studying this subject I have since come to learn that sustainability is much more than just about the environment, but rather also about the economics

“...the core values that underpin sustainable development - interdependence, empathy, equity, personal responsibility and intergenerational justice - are the only foundation upon which any viable vision of a better world can possibly be constructed.” Jonathon Porritt

Sustainable development is an action plan to save the earths resources for future generations like fossil fuel. It is also an initiative to preserve the environment we live in. The table below shows the progression of sustainable development over years:

To me, sustainability means living so that what we consume does not vastly exceed what we contribute. It is to take care of our planet so that our planet can continue to take care of us. Sustainability, to me, means trying to make choices that have the least amount of negative impact on the earth. Sustainability is about survival and taking only what you need, then let it replenish at a rate that keeps the source producing so that it can be taken from again without depleting it completely. It means creating and maintaining an environment in which the beauty of life can live on for generations. In a sustainable world, there is a harmonious and healthy equilibrium between the Earth and all of its inhabitants. Marni Evans agrees with my statement

The quality of air and the accessibility to green area is a key factor to the environmental sustainability of this building. Areas of public parks and green spaces are mapped in green in the figures above (1). Site 1 arguably has the least amount of green space. There are two city parks located within

"A sustainable future is one in which a healthy environment, economic prosperity and social justice are pursued simultaneously to ensure the well-being and quality of life of present and future generations. Education is crucial to attaining that future." (Learning for a Sustainable Future - Teacher Centre)

Sustainable development is development that meets the needs of the present without compromising the ability of future generations to meet their own needs (1, 2).

Educators play an essential part in preparing and empowering students to take the responsibility for creating and enjoying a sustainable future. The Adelaide Declaration by Australian Ministers of Education (1999) includes the goal that: ‘When students leave school, they should have an understanding of, and concern for, stewardship of the natural environment, and the knowledge to contribute to ecologically sustainable development’ (1.7). The Sustainable Development Goals from the United Nations also emphasizes on the importance of offering a quality education for young generation to improve people’s lives and pursue sustainable development. Educators, thereby, should be competent in assisting children to understand sustainability issues, concepts and practices in order to help them become responsible global and local citizens. As stated in Melbourne Declaration (Ministerial Council on Education Employment Training and Youth Affairs [MCEETYA], 2008), excellent teachers are able to incorporate children’s learning towards sustainability by providing a wide range of effective learning experiences. One vital way of promoting children’s learning in Sustainability is to embed Sustainability Education into daily routines and teaching practices. Although the importance of having qualified and competent educators who concerns about Sustainability Education for young children has been clearly stated in many global, national and local documents, teachers in the field are still facing

The following case study critiques Upton’s vision to establish a sustainable community through implementing comprehensive sustainable strategy. The urban periphery development is thought to demonstrate superior execution of sustainable principles in development (Jackson 2007). As a parallel, the report focuses on the development of Upton’s design code and demonstrates how large -scale mix-use developments can incorporate sustainable practice and principles of urban growth.

The principles contained in the Convention were updated in 2007 with the conclusion of the Hague Convention on the International Recovery of Child Support and Other Forms of Family Maintenance.

Studies show that people experience a dip in interest and concern about environmental problems during their adolescent years (age 13-17). However, there is a lack of information on whether this dip applies to the other two dimensions of Sustainable Development (SD) i.e. social and economic, as well. This study examined changes in the broader concept of Sustainability Consciousness (SC) throughout adolescence. SC is defined as “a composite of knowingness, attitudes, and self-reported behavior related to each of the three dimensions (environmental, social, and economic) of SD.” Using an age-adapted questionnaire, the investigators surveyed more than 2,400 students