The Evolution of Ideas , The Evolution of Ideas , Methods and Networks on Methods and Networks on
Environmental Education (EE) Environmental Education (EE) and Education for Sustainable and Education for Sustainable
Development Development (ESD)(ESD)
Prof. Michael ScoullosProf. Michael ScoullosUniversity of AthensUniversity of Athens
Chairman, MIO-ECSDE, GWP-med,Chairman, MIO-ECSDE, GWP-med,Coordinator, MEdIESCoordinator, MEdIES
Chairman, Greek National Commission of Chairman, Greek National Commission of ΜΑΒ ΜΑΒ UNESCOUNESCO
Philosophical background of the relationship Philosophical background of the relationship between man & the world; between man & the world;
evident also in literatureevident also in literature
ENVIRONMENT
nature
man
ENVIRONMENT
natural
m
an
technologicalmanmade Cultural
manmade
spiritual
Background Background of Environmental Education (EE)of Environmental Education (EE)
ENVIRONMENT
natural
spiritual
man
Cultural manmade
Technological manmade
Environmental Environmental
Education (EE)Education (EE)
Earth Earth “Spaceship” “Spaceship”
((limits to limits to growth)growth)
EnvironmentEnvironment
Human Human overstructure: overstructure:
society, society, economy, economy,
institutions, institutions, etc.etc.
1960s & 1970s1960s & 1970s: Introduction of EE : Introduction of EE An alternative approach to the An alternative approach to the
environment but also to educationenvironment but also to education
its explicit aims were often concerned its explicit aims were often concerned with stimulating a sense of individual with stimulating a sense of individual responsibility for both the natural and responsibility for both the natural and manmade aesthetic/cultural environment, manmade aesthetic/cultural environment, based on general ecological principles based on general ecological principles and knowledge of the scientific bio-geo-and knowledge of the scientific bio-geo-chemical cycles and observation of a chemical cycles and observation of a series of impacts of human activities on series of impacts of human activities on them.them.
Limits to Growth Report - Limits to Growth Report - StockholmStockholm Conference on Conference on the Human Environment (1972)the Human Environment (1972)
BelgradeBelgrade (1975) & (1975) & TbilisiTbilisi (1977) documents on (1977) documents on EE EE emphasized the need to build knowledge, emphasized the need to build knowledge, acquire comprehension & decision making skills acquire comprehension & decision making skills and adopt values & attitudes which could protect and adopt values & attitudes which could protect the environment.the environment.
Establishment of biosphere reserves for Establishment of biosphere reserves for management of ecosystems, including management of ecosystems, including educational functions. educational functions.
First steps of EEFirst steps of EE
Principle MethodologiesPrinciple Methodologies
““aboutabout” (knowledge), ” (knowledge), ““inin” (in direct contact with reality),” (in direct contact with reality), “ “forfor” (commitment in favour of) the ” (commitment in favour of) the
environment.environment.
Combination of knowledge with action.Combination of knowledge with action. The learners in the centre.The learners in the centre. Multidisciplinary approach. Multidisciplinary approach.
During the During the 8080’s & 90’s’s & 90’s ““Unbalanced” evolution of EE in the various countries.Unbalanced” evolution of EE in the various countries. Ideological and other constrains in implementation Ideological and other constrains in implementation Moscow Moscow Congress on EE & Training Congress on EE & Training (1987):(1987): more more
emphasis on the emphasis on the gender issuegender issue, , health, poverty & peace. health, poverty & peace. Endeavours to effectively tackle the environmental Endeavours to effectively tackle the environmental
problems based on reliable scientific researchproblems based on reliable scientific research. . The precautionary principle. The precautionary principle. Introduction of a series of “targeted” forms of education Introduction of a series of “targeted” forms of education
i.e. i.e. Education for Development, Global Education, Education for Development, Global Education, Education for Peace and Human Rights, Education for Education for Peace and Human Rights, Education for Women, Education for Citizenship.Women, Education for Citizenship.
Establishment of the first national and international Establishment of the first national and international networks on EE supported by UNESCO and other networks on EE supported by UNESCO and other international organisations.international organisations.
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Sustainable Development
The Rio UN Conference on Environment and Development 1992
Chapter 36, Agenda 21
EE to where??
The Thessaloniki International ConferenceThe Thessaloniki International Conference (1997): (1997):
EE only to support environmental protection EE only to support environmental protection or having a broader role?or having a broader role?
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Sustainable Development
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Sustainable Development
Expansion of EE => Education
Education for Environment & Sustainability
(EfES)
The Thessaloniki International The Thessaloniki International Conference result:Conference result:
ECONOMY SOCIETY
ENVIRONMENT
An attempt was made by the EU to define SD as the An attempt was made by the EU to define SD as the common place of the three common place of the three ccomponents. This omponents. This
scheme asks that all three are satisfied in the same scheme asks that all three are satisfied in the same degree simultaneously!degree simultaneously!
Sustainable Sustainable DevelopmentDevelopment
and Education and Education for Sustainable for Sustainable
Development Development
after Thessaloniki after Thessaloniki TheThe ERA-21 ERA-21 campaign by MIO-ECSDE and campaign by MIO-ECSDE and other initiativesother initiativesBaliBali 2002 Preparation meeting of WSSD 2002 Preparation meeting of WSSDWSSDWSSD Johannesburg 2002, establishment of Johannesburg 2002, establishment of MEDIES as a Type-2 initiative MEDIES as a Type-2 initiative
ESD and the ESD and the Decade for ESDDecade for ESD (UNESCO as (UNESCO as the lead agency)the lead agency)
Sustainable Development is a Sustainable Development is a pyramid and its basis is pyramid and its basis is
EducationEducation
Education
Environment
Society
Economy
Our vision through the evolution Our vision through the evolution since Thessalonikisince Thessaloniki
Governance
Environment
Society
Economy
However, with Education alone we cannot transform However, with Education alone we cannot transform all development into a sustainable one. Education is all development into a sustainable one. Education is
only one component of the overall “Governance”.only one component of the overall “Governance”.
The basis here is Governance.The basis here is Governance.
Environment
Governance
Society
Economy
In fact, this scheme where environment is the In fact, this scheme where environment is the natural basis and all other three are human natural basis and all other three are human
overstructures is very close, but still different overstructures is very close, but still different
representation of the original starting point of EE.representation of the original starting point of EE.
Analysis of GovernanceAnalysis of Governance for the Implementation of for the Implementation of
SDSD
Governance
Institutions
Science & Technology
Education
Combining the previous figures we have Combining the previous figures we have Sustainable Development as a double Sustainable Development as a double pyramid. One of its facets is Education.pyramid. One of its facets is Education.
Education
Environment
Science & Technology
Society
Economy
Institutions
Governance
Education for Sustainable Development
EnvironmentalProtection
Application of innovative science & appropriate
technology
Social Cohesion & Welfare
ResponsibleEconomy
Effective Institutions (Good planning, etc)
Governance
To obtain Sustainable Development we need:To obtain Sustainable Development we need:
Science & Technology
Environment
Culture
Society
Economy
Institutions
The contents of ESDThe contents of ESD
Areas that need “change” or reconsideration in order to achieve SD
The United Nations Decade The United Nations Decade of Education for Sustainable Development”of Education for Sustainable Development”
(UN DESD, 2005-2014)(UN DESD, 2005-2014)
December 2002, UN General Assembly December 2002, UN General Assembly resolution 57/254 on DESD, having as overall resolution 57/254 on DESD, having as overall goal to integrate the principles, values, and goal to integrate the principles, values, and practices of SD into all aspects of education and practices of SD into all aspects of education and learning. learning.
2 major Initiatives: 2 major Initiatives: a)a)UNESCO’s International Implementation Scheme UNESCO’s International Implementation Scheme
(UNESCO as lead agency of the Decade). (UNESCO as lead agency of the Decade). b)b)UNECE’s Strategy on ESDUNECE’s Strategy on ESD
Objectives of Objectives of the Decadethe Decade
- facilitate networking, - facilitate networking, linkages, exchange and linkages, exchange and interaction among interaction among stakeholders in ESD;stakeholders in ESD;- foster an increased - foster an increased quality of teaching and quality of teaching and learning in ESD;learning in ESD;- foster countries towards - foster countries towards the MDGs through ESD the MDGs through ESD efforts;efforts;- give countries new - give countries new opportunities to opportunities to incorporate ESD into incorporate ESD into education reform. education reform.
- improve access - improve access to quality basic to quality basic education;education;- reorient existing - reorient existing education education programmes;programmes;- develop public - develop public understanding and understanding and awareness.awareness.- provide training. - provide training.
Tasks for countries Tasks for countries & UNESCO& UNESCO
UNESCO’s ‘International Implementation Scheme’ UNESCO’s ‘International Implementation Scheme’ identified the following 7 components of strategy to identified the following 7 components of strategy to
be incorporated in any ESD implementation plan:be incorporated in any ESD implementation plan:
- vision-building and advocacy;- vision-building and advocacy;- consultation and ownership;- consultation and ownership;- partnership and networks;- partnership and networks;- capacity-building and training;- capacity-building and training;- research and innovation;- research and innovation;- use of Information & Communication - use of Information & Communication Technologies (ICTs);Technologies (ICTs);- monitoring and evaluation. - monitoring and evaluation.
UNECE’s Initiative on ESDUNECE’s Initiative on ESD Green light for the development of a UNECE Green light for the development of a UNECE
regional Strategy on ESD during the 5regional Strategy on ESD during the 5 thth Ministerial Ministerial “Environment for Europe” Conference, (Kiev, “Environment for Europe” Conference, (Kiev, 2003). 2003).
Drafting was a challenging exercise for everybody: Drafting was a challenging exercise for everybody: Environment and Education ministries, UNESCO, Environment and Education ministries, UNESCO, NGOs and other stakeholders through a NGOs and other stakeholders through a participatory process. participatory process.
Result: “Strategy on ESD” Adopted in high level Result: “Strategy on ESD” Adopted in high level meeting (Vilnius, 2005)meeting (Vilnius, 2005)
UNECE Strategy on ESDUNECE Strategy on ESDGOALGOAL: to encourage the 55 developing and developed : to encourage the 55 developing and developed
countries of the vast UNECE region and beyond to countries of the vast UNECE region and beyond to
develop and incorporate ESD into their develop and incorporate ESD into their formalformal
education systems, in all relevant subjects, as well as education systems, in all relevant subjects, as well as
in in non-formalnon-formal and and informalinformal education and to serve as education and to serve as
a flexible framework in order to be adapted to each a flexible framework in order to be adapted to each
country’s priorities, specific needs and circumstances.country’s priorities, specific needs and circumstances.
KEY THEMES of SDKEY THEMES of SD to be incorporated in all to be incorporated in all
education systems: poverty alleviation, peace, ethics, education systems: poverty alleviation, peace, ethics,
democracy, justice, security, human rights, health, democracy, justice, security, human rights, health,
social equity, cultural diversity, economy, social equity, cultural diversity, economy,
environmental protection, natural resource environmental protection, natural resource
management. management.
The anxiety of “change”The anxiety of “change”
“ “ This world will never change “ This world will never change “
ChangeChange
“ “Everything is changing” Everything is changing”
\ \
The spectrum of areas that need The spectrum of areas that need reconsideration, change, for putting reconsideration, change, for putting
ESD into practice ESD into practice
Conservation
Stabilisation of
“roots”
Complementation
Adaptation
Total reconstruction
reconsideration
Everything is changing rapidly: No Everything is changing rapidly: No referencereference
Computers, Internet, the rapidly Computers, Internet, the rapidly growing impacts on the planet by growing impacts on the planet by pollution, on one hand, and pollution, on one hand, and globalisation of the economy on the globalisation of the economy on the other, resulted in the shrinking of our other, resulted in the shrinking of our planet and require reorientation of the planet and require reorientation of the focus of our Educationfocus of our Education
NEED FOR STABILITY, CONTINUITY AND NEED FOR STABILITY, CONTINUITY AND REFERENCE.REFERENCE.
Within this framework EE evolves in Within this framework EE evolves in ESDESD
Nothing is changingNothing is changing Wars, greed, inequity .Wars, greed, inequity . ””rule of power” based on money and rule of power” based on money and
violence.violence. Victims among the innocence, Victims among the innocence,
frequently among women and children. frequently among women and children. The ideas guide us but their The ideas guide us but their
implementation is lagging behind.implementation is lagging behind.
NEED FOR CHANGENEED FOR CHANGE
Within this framework EE evolves in ESDWithin this framework EE evolves in ESD
Appropriate Appropriate environment = environment =
the prerequisite to the prerequisite to maintain the tree maintain the tree
DEV
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EEEE: : Attention to Attention to the the
ENVIRONMENTENVIRONMENT!!
EEΕΕ: : Caring for the ENVIRONMENTCaring for the ENVIRONMENTin order to maintain the treein order to maintain the tree
FROMFROM
ΕΕSDSDAttentionAttention to to the use and the use and distribution distribution of the fruitof the fruit
((SOCIETYSOCIETY))D
EV
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PEM
NT
ESDESD: : Attention to Attention to the the
Environment !Environment !
ΕSDAttention is given to the
fruit: pruning,etc.
(ECONOMY)
ΕΕSDSD:: Caring for the treeCaring for the treein order to have the tree in order to have the tree & & sustainable production of sustainable production of
fruits fruits
Attention to the Environment, Society & EconomyAttention to the Environment, Society & Economy
TOTO
ESD Characteristics & ESD Characteristics & PrinciplesPrinciples
- By nature, an evolving and dynamic concept seeking to balance human and economic welfare for the present and future generations with cultural values and respect for the environment and the earth’s natural resources.
- Aims to empower all people of all ages to develop the appropriate knowledge and skills; to adopt attitudes and values and shape behaviours towards sustainable development in order to assume responsibilities for creating a sustainable future.
- A cross-cutting field, embracing Environmental Education, Education for Development, Global Education, Education for Peace and Human Rights, etc.
- Key Themes : povertypoverty, citizenship, peace, democracy, security, human rights, social and economic development, health, gender equity, cultural diversity, functioning and protection of the environment and natural resources, sustainable production and consumption patterns.
ESD Characteristics & ESD Characteristics & PrinciplesPrinciples
ESD Characteristics & ESD Characteristics & PrinciplesPrinciples
From:From:
Disciplines Multidisciplinarity(EE)Disciplines Multidisciplinarity(EE)
IntradisciplinarityIntradisciplinarity
TransdisciplinarityTransdisciplinarity
(central for ESD) (central for ESD)
Networks for ESDNetworks for ESD MEDIES :The Mediterranean Initiative for MEDIES :The Mediterranean Initiative for
Environment and Sustainability Environment and Sustainability Network of Mediterranean Universities for SD Network of Mediterranean Universities for SD
with emphasis on ESD (with emphasis on ESD (www.medies.net) ) UN University: centers of expertise on ESD (UN University: centers of expertise on ESD (
www.ias.unu.edu) ) SD Projects awards /Germany (SD Projects awards /Germany (
www.dekade.org/sites/projecte1.htm) ) Schools for SD/Sweden (Schools for SD/Sweden (
www.skolverket.se/sb/d/2275/a/12732) ) Ecoschools, Greenschools, Globe, etc,etc Ecoschools, Greenschools, Globe, etc,etc
End remark…End remark…
ESD implementation aims at ESD implementation aims at changing the world from “inside” by changing the world from “inside” by influencing the production and influencing the production and consumption patterns and by consumption patterns and by changing the symbols of success and changing the symbols of success and our cultural values, in general. our cultural values, in general.
Both the end product and the Both the end product and the process are important in ESD. process are important in ESD.