Learning to live sustainably

Abstract

This paper is about the challenges of “education for sustainable development” (ESD), by which we mean: how we learn to live in ecological and socio-cultural harmony with our neighbours and the Earth and choose to act for sustainability on a daily basis. We contrast conventional pedagogical approaches and curriculum design with the emerging body of good practice in ESD. We regard “learning to live sustainably” and “learning for sustainable development” as pedagogical equivalents, the first centred on individual and small group learning, the second centred on large group and societal learning. Knowledge transfer, the backbone of most education, has in our view only a modest role to play in learning to live sustainably. Indeed, the focus needs to be on the learning rather than the teaching. Further, we argue that nurturing the components of “action” and “care” in ESD will balance the bias towards “information” and produce a virtuous cycle of continuous learning for sustainability. In formulating the lessons we have learned about ESD, we bring into relief the essential (and undervalued) contributions of synthesis and leadership. We point to methods of accelerated learning and experiential learning and the role of feedback and indicators. In doing this, we draw on over 20 years’ experience with Global Action Plan (GAP) – an international community of practice, currently with member organizations in 20 countries – working at the forefront of education for sustainable development and related programs for sustainable behaviour change, including ‘carbon neutral’ households, communities, work places and schools. A close reading of the paper should make clear that our ideal for ESD is to educate for strong social learning for strong sustainability. Key