Sustainability: Education for sustainability

Energy policy -- Environmental aspects; Climatic changes -- Government policy; Economic development -- Environmental aspects; Sustainable development; Human ecology; Environmental economics; Environmental protection; Environmental degradation; Hubbert peak theory; Environmental justice; Energy development; Renewable energy sources

Environmental education; Sustainable development; World citizenship; Education -- Social aspects

At the forest's edge : a place-based approach to teaching ecosystem services / Keith M. Vogelsang and Eric J. Baack -- Population, energy, and sustainability / Bennet B. Brabson -- Population, consumption, and environment / Emilio F. Moran -- Economics and sustainability / Christine Glaser -- A sense of place / Scott Russell Sanders -- Environmental justice and a sense of place / John S. Applegate -- Environmental literacy and the lifelong cultivation of wonder / Lisa H. Sideris -- Teaching environmental communication through rhetorical controversy / Phaedra C. Pezzullo -- Effective education for environmental literacy / Craig E. Nelson -- Learning in place : the campus as ecosystem

One grand organic whole / Eileen Crist and H. Bruce Rinker -- Our sustainable retreat / James Lovelock -- How the biosphere works / Tyler Volk -- Water Gaia : 3.5 thousand million years of wetness on planet earth / Stephan Harding and Lynn Margulis -- Gaia and evolution / Timothy M. Lenton and Hywel T.P. Williams -- Forest systems and Gaia theory / H. Bruce Rinker -- Gaia and biodiversity / Stephan Harding -- Global warming, rapid climate change, and renewable energy solutions for Gaia / Donald W. Aitken -- Gaia's freshwater : an oncoming crisis / Barbara Harwood -- Deep time lags : lessons from Pleistocene ecology / Connie Barlow -- From the land ethic to the earth ethic : Aldo Leopold and the Gaia hypothesis

"A new integration of Goleman's emotional, social, and ecological intelligenceThis book portrays inspiring educators, activists, and students who embody a new integration of emotional, social, and ecological intelligence--or what the authors refer to as engaged ecoliteracy. It builds on the success of bestselling author Daniel Goleman's emotional and social learning, and shows how educators are extending the cultivation of these essential dimensions of human intelligence to include knowledge of and empathy for all living systems. With stories that range from the Arctic to Appalachia and New York to New Orleans it illustrates dynamic education and engagement about some of the most important ecological issues of the day, from oil and coal to food and water.

Whether you are a veteran of environmental education or new to taking students outdoors, this book will help you organize positive experiences in Nature for your students, friends, children and colleagues. In these pages you will find ideas designed to arouse your passion for learning and ignite a flame of excitement. By using the activities described here, and adapting them to suit your needs and your local environment, you will discover Nature's intricate beauty and subtle mysteries that usually go unnoticed. You will also gain valuable insight into the limitations of classroom instruction and come to realize that a complete and whole education includes getting outside and experiencing the natural world first hand As If the Earth Matters is a beautiful collection. From role-plays and kinesthetic activities to art, music, and listening adventures, each is described completely enough to be repeated. The authors have authentic, international experience with children (giving) a world-class flavor to the book. Teachers who are designing curricula will love the book.

Environmental issues continue to divide opinion, sometimes in extreme ways. Almost everyone agrees that education has a role to play in ensuring the future of humanity on Earth. Some think we should all learn to leave a minimal environmental footprint; others argue that education should promote economic growth, because only growth can generate the capital needed to develop solutions to environmental problems. Advocates on each side often find the views of their opponents simply incredible, giving rise to accusations of bad faith or poor science. This book explores the foundations of the debate by examining human interrelations with Nature. It takes an educational perspective, but also draws on evidence from anthropology, economics, ecology, policy sciences and natural history. The case presented is that any coherent view of the purposes and potential of education requires a theory of human society in the natural world.

It is widely acknowledged that sustainable development is a long-term goal, which both individuals and institutions (and countries!) need to pursue. This important theme is characterized by an intrinsic complexity, since it encompasses ecological or environmental considerations on the one hand, and economic matters, social influences and political frameworks on the other. This makes provisions in respect of education for sustainable development a particularly challenging task, but one which is feasible and achievable, provided the right elements are put into place. This book is an attempt to foster the cause of education for sustainable development, by documenting and disseminating experiences from different parts of the world, where learning for, about and through the principles of sustainability is taking place, in various sets and contexts, in both industrialized and developing nations.

Offering a fresh approach to bringing life to schools and schools to life, this book goes beyond touting the benefits of learning gardens to survey them as a whole-systems design solution with potential to address myriad interrelated social, ecological, and educational issues. The theoretical and conceptual framework presented creatively places soil at the center of the discourse on sustainability education and learning garden design and pedagogy. Seven elements and attributes of living soil and learning gardens are presented as a guide for sustainability education: cultivating a sense of place; fostering curiosity and wonder; discovering rhythm and scale; valuing biocultural diversity; embracing practical experience ; nurturing interconnectedness. The living soil of learning gardens forms the basis of a new metaphoric language serving to contest dominant mechanistic metaphors presently influencing educational discourse.

In colleges and universities across the United States, students, faculty, and staff are forging new paths to sustainability. From private liberal arts colleges to major research institutions to community colleges, sustainability concerns are being integrated into curricula, policies, and programs. New divisions, degree programs, and courses of study cross traditional disciplinary boundaries; Sustainability Councils become part of campus governance; and new sustainability issues link to historic social and educational missions. In this book, leaders from twenty-four colleges and universities offer their stories of institutional and personal transformation. These stories document both the power of leadership -- whether by college presidents, faculty, staff, or student activists -- and the potential for institutions to redefine themselves. Chapters recount, among other things, how inclusive campus governance helped mobilize students at the University of South Carolina; how a course at the Menominee Nation's tribal college linked sustainability and traditional knowledge; how the president of Furman University convinced a conservative campus community to make sustainability a strategic priority; how students at San Diego State University built sustainability into future governance while financing a LEED platinum-certified student center; and how sustainability transformed pedagogy in a lecture class at Penn State.