Learning For Sustainability For A Sustainable Society And Ecosystem

Sustainability relates to the ongoing capacity of Earth to maintain all life, which means developing ways to ensure that all resources on Earth are used and managed responsibly so they can be maintained for future generations.

The eco-schools programme offers environmental education that benefits the pupils by developing the skills in them that will help them live a morally responsible life.

Coming into this class I believed sustainability needed to be taught as a mandatory way of life, relying on personal change in order to lessen our environmental footprint. Although my knowledge of sustainability has grown, this new information has only reaffirmed my initial beliefs of what sustainability is. Sustainability is a necessary practice that will only become more important as the population rises. With an increasing population, we face a growing strain on our natural resources. The major point that has changed since my first position paper, was my exclusion of the government and corporate role in the struggle for sustainability and global equality. Immoral corporate control of natural resources, such as water, is a vital factor

There has been much debate about the environmental sustainability since the 1970's-1980's after the Green Revolution took place to ban harmful chemicals used in pesticides. Recently in today's era what's constantly in the news is global warming and the decimation of species from human's neglectful actions towards nature, which brings up the idea if colleges should incorporate environmental sustainability into their curriculum to educate the student population about the effects of human impact onto the environment. Although people like Peter Woods and Rachelle Peterson argue that environmental sustainability inhibits the success of colleges as the education is costly and environmental sustainability is just an ideology, others such as David

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

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.

For me sustainability is like a family house. Since I was a baby I have known that I have to take care of it, that I have to keep it alive, just like I have to take care of the community and its surroundings. To some extent, over the years the sole fact of its existence became something obvious, something that simply has to be present. However, simultaneously, every day, I am learning that there is always something more to do, to improve the current state. For example, just like fixing a faulty roof, lately our community improved the heating system in our neighborhood – we managed to convince the board to switch from gas-based to solar-based one. Not much later we’ve gathered enough money to build new bike lanes, then to introduce new bus line,

The hyper-connected world we live in is rapidly changing. It is through EfS, a transformative learning process equipping learners, teachers, and education systems with the knowledge required to achieve economic prosperity and responsible citizenship, which will prepare people of all ages to assume responsibly for creating a more sustainable future (Department of Environment and Heritage [DEH], 2005). Taking into consideration the range, complexity and immediacy of issues such as climate change, pollution and water security, an improved coordinated national effort on EfS is now needed (Department of the Environment, Water, Heritage and the Arts [DEWHA], 2009). Ecologising education and incorporating sustainability into the curriculum, encourages students to view the world holistically and think systematically about the contexts and interconnections involved in the challenges of meeting future requirements (DEWHA, 2009). It is more than

The schools that majority of youth have spent more than ten years to study in, are wonderful places to educate them the knowledge of the ecology and environment and expand YES services widely. In the article “Environmental Stewardship and Sustainability”, Tulipane (2009) introduces that we should build more facilities, programs and associate with local schools, even systems in order to help children and teenagers to invest in our future. Furthermore, Clean Annapolis River Project (CARP), non-governmental organization, has already worked with school to engage youth to participate to the environment. There is a short video on YouTube that calls Youth Leading Environmental Change which was uploaded by CARP. There are two groups of young boys and girls which evaluate their experience in this program. Several young girls mentioned that they do not learn much about environment in class, and their teachers said that they need to spend more time on math and self-ability instead of on the environment; they actually learn a lot from the program, such as group work and protect the environment. Thus, those information indicates that it is a wonderful chance to expand the service of Rural

Every single day we walk outside, take a look around, take a deep breath and enjoy the beautiful scenery of the campus that some us call home. Not many people have had such amazing opportunity that we have. We can all thank god for the beautiful natural world around us. In a lot of other areas though, we are losing these same beautiful environments due to the rapid expansion of human kind and a lack of a force to preserve those lands. Many people have no idea how much our natural world actually provides us with. It gives us food, supplies, shelter, metals and most importantly breathable air. It takes constant efforts everyday by a small army of people to help make preserving these areas possible.

Between this week’s lecture and readings, we have looked at both the concept of sustainability as a whole and the ways in which it ties into our lives, and, as such, our ability to pursue a good life. Living in a way that is conscious of the needs of our planet and ourselves can increase the quality and length of our lives, and as such increase overall happiness. While possible, however, our society has some ways to go before it is truly sustainable and long-lasting.

Since students in grades 3 through 5 typically learn better by incorporating all three learning styles (visual, auditory, and kinesthetic) into their daily classroom work, instructors for these grades may find it easier to create and design lesson plans. Including sustainable development on a basic level into the curriculum at this age is generally not difficult because science and reading classes have usually touched on the subject of recycling or the environment. A simple, low-cost activity would be for students to make reminder plates for light switches and thermostats in their homes or schools (see Appendices A and B). This lesson allows students to be creative in designing the reminder plates and it allows them to teach their families and friends about conserving energy. Another easy, low-cost activity that can actually be done in all grades is creating bird feeders from milk cartons (see Appendix C). This lesson teaches students how to take already developed materials and reuse them to create something new. Students can also learn about how solar energy supplies more than just sunlight and heat to our planet by making solar sweet tea right in the classroom (see Appendix D). This lesson calls on students’ observation abilities and allows them to express their findings in their own words. The class may

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.

Living sustainably isn 't always easy. It seems that every aspect of life can be looked at from a sustainable perspective, and when trying to reduce your ecological footprint this can be very overwhelming. Previously, I believed that our values must be redefined to live sustainably, However, this series of lecture reflections made me realize that instead of changing our values to live sustainably, we must apply our current values in a sustainable way! Elizabeth Mrema is an environmental activist who uses her passion of law to help sustain the environment. Sharon Clark is a principle at the office of the Commissioner of the Environment and Sustainable Development (CESD), and uses her background in political science to examine the government 's impact on the environment. Finally, graduates of Dalhousie’s Sustainability program explain where their degree in sustainability has taken them. Through the stories of people who have applied sustainability to things they are passionate about, I have realized that we do not have to change our values to be sustainable. Sustainable living can be achieved when we combine our passions with sustainability.