Learning For Sustainability For A Sustainable Society And Ecosystem

The concept of sustainability is about the capacity of the environment to continue to support our lives and the lives of other living creatures into the future. There are a number of programs to restore the river to maintain communities, fisheries and navigation, to ensure long-term sustainability.

Education is one of the important factors that determine a sustainability future. What to teach is also a biggest concern for education. On one hand, educators want to teach the knowledge that is useful for the students in society today. However, some also argue that people should learn critical thinking not just teaching skill-centered knowledge. According to Diane Ravitch, believes that the new from of education called “21st century skills” which just focus on teaching the skills to prepare people for the global economy, and neglects the importance of other subjects such as literature, history and art. She suggests that these subjects help not just help students think critically, but also let them think beyond the concept and see the world widely.

Since the early nineties Australia’s approach to acknowledge sustainability has equipped people with the information, skills and understanding to reach conclusions around their environmental social implications. Australia has seen many changes since the first Environment Conference in 1970 where the emphasis was on natural ecosystem and how to provide the community with understanding to make necessary decisions on the environment and economic implications. As the years progressed so did the Education for Sustainability which facilitates the changes by creating critical and innovative approaches, fostering new knowledge, building capacity in individuals for transformational change and overseeing social and economic implications. In residential

Eventually, our youth will become the employers, employees, professionals, and caretakers of our planet and it’s important that we equip them the skills to face tomorrow’s challenges. Our courses teach students (K-12)

When I was five years old I began school. In Kindergarden we learned basic things like letters, numbers, and how not to be fully engulfed in flames. For some reason, 2004 was the height of anti-fire education in Missouri and before I knew how to tie my shoes I knew that if I ever was ablaze, to cover my face, fall to my knees, and roll back and fourth. This is what my institution placed serious value upon and because I was a student of that institution I also placed serious value upon it. The same idea must be applied to a university's teaching of environmental sustainability. This is discussed in David Orr's "What is Education For?" Through choosing a curriculum a university chooses what it places value onto, by making the environment a priority it showcases to the future generations that environmental wellness is an important responsibility for them to take ownership.

Our education should be aimed at educating people who love the world they lie in and who are ready to become peacemakers and healers of the world (Orr 55). A sustainable society “consists” of citizens, workers, specialists, technicians, etc, who are ready to work in order to build and support such society. One of the ways to provide such education is to “get outdoor”. The skills and abilities develop in real world and not in artificial situations in class. In this regard, we may refer to the Plato’s “Allegory of the Cave”. One should “touch” the real world problems and get personal experience from it. Shadows in the cave are the retrospectives of the real knowledge. To acquire the knowledge, we should leave the “cave”. We can learn theory separated from practice and this will not have any result. Instead, we should understand that every individual is a part of the natural world, thus, education should be based on ecological literacy as “health of our planet” is one of the most urgent questions of the modern social community.

Every young person should experience the world beyond the classroom as an essential part of learning and personal development, whatever their age, ability or circumstances.

The future of the world is in the hands of the children. Whether the future be a positive or negative one depends on the children and the education they receive. The education of a child is so valuable that one needs to consider the importance of the child's education. Also, one needs to consider how to go about nurturing those bright minds so one day they can become independent individuals. As Educators, one needs to be aware of the short-term effects as well as the long-term effects in which education may play on the child's views of the world.

2005; Kumar et al. 2005). ‘with this example it is very clear how sustainability education increase the conduct of the recent debates. Another examples given by Hegarty, K (2011) that sustainability education courses takes a ‘triple bottom line (TBL)’, or ‘three pillars’ approach to the presentation of sustainability (Goldie, Douglas, and Furnass 2005), highlighting the highly interdependent, often contradictory, relationship of the three elements of sustainability: society, environment and economy.

Sustainability is a topic that has become very important in recent years. Sustainability is defined as, “the ability to continue a defined behavior indefinitely.” ("Finding and Resolving the Root Causes of the Sustainability Problem", 2014)

Students are required to do research on what recycled resources they need in order to build this garden bed (needs to include the wood for the fence – must be recycled, props to keep the birds away etc. A form of assessment for this project is reports given back by a different student in the group to the whole class of how their team is progressing and what steps they are taking to make this project sustainable and environmentally friendly. Students are also to make journal entries after each lesson and reflect on their learning and how their project is proceeding. I have decided this project will be suitable for your class because by reading the student’s profiles I was able to establish that students enjoy working in groups and care deeply about the environment and enjoy doing different activities based on the environment and sustainable living. Throughout this project will learn the different types of at home resources they can use in order to build an environmentally friendly environment, students will gain knowledge about how to protect their fruit and vegetables, what types of problems they can face during this process and how important communication is with their peers in order for this project to come alive. Students will gain knowledge on how to solve problems with less information using prior

Sustainability development has three components: environment, society, and economy. If you consider the three to be overlapping circles of the same size, the area of overlap in the center is human well-being. As the environment, society, and economy become more aligned, the area of overlap increases, and so does human well-being. Therefore, education for sustainable development (ESD) is the use of education as a tool to achieve sustainability. Simply put, ESD is a way to make the world a safer, healthier, and more livable place for us and future generations (McKeown, 2002, pgs 7-9).

This essay will review two significant environmental experiences I have encountered exploring the influences of these my life and how these have altered my view on what is environmental sustainability. An examination into these two experiences will follow into reviewing my perspectives on environmental sustainability and how these two experiences influenced this. To conclude a discussion on my role as a teacher and how this will impact myself when in the classroom.

This report is designed to investigate the rationale behind teaching Education for Sustainability (EfS) in early childhood education, through investigating the relevant issues and concept of sustainability in relation to the pedagogies and principles of early years education. The initial part of this report will focus on three issues of sustainability, all falling under the greater sustainability concept of waste management. The report will then go on to articulate the role and importance of EfS in early years principles and pedagogies. Finally, some teaching strategies for teaching EfS will be outlined.

It is commonly known that our large carbon footprint has impacted our environment in a negative way and if mankind does not change our ways of mass consumption and over use of finite resources we will become difficult to life as we know it. Yet this common knowledge does not seem to be enough motivation for all people. Integrating environmental sustainability into universities (Ralph, 2013). This article illustrates the drivers and barriers to moving towards an environmentally sustainable university. As universities are a large source of energy production, students should also be educated on the environment. This awareness of our carbon footprint should be integrated into the learning curriculum. “The United Nations (UN) Earth Summit in Rio de Janeiro in 1992 placed education for sustainable development on the global agenda and as one of the top priorities in national policy documents” (Anderberg et al. 2009). The article suggests that