A perspective on education for sustainable development: Historical development of environmental education in Indonesia

This article examines the historical development of environmental education (EE) in Indonesia with emphasis on the non-formal sector, and applies its findings to the discussion on education for sustainable development (ESD), which seldom draws on case studies from developing countries. Local socio-economic and political conditions have made EE in Indonesia similar to ‘ESD’ in terms of its topical scope involving various social issues, although whether it should be referred to as ESD remains unclear. In contrast to the existing concerns about ESD, it involves critical views on the prevailing models of (neo-liberal) economic development. This article also shows that EE, like ESD, is at risk of exploitation by vested interests.     

Education for sustainable development: A Sino-English comparative study in environmental education

In the People’s Republic of China and England, the Government has devoted much attention in recent years to environmental education. the approaches taken in both countries differ, however. The paper looks at some of the similarities and differences that exist and the reasons for them. In particular the paper looks at policy issues as well as practical aspects of environmental education. The idea of Education for Sustainable Development, which is referred to more in England than in China, is critically examined. Project(D09702) supported by the State Education Ministry for the “Ninth Five-Year” Plan.     

The education for sustainable development movement in Japan: a political perspective

The Japanese government provided various political opportunities for non‐governmental groups and individuals in Japan to ‘jointly propose’ policy on education and sustainable development at the World Summit on Sustainable Development, Johannesburg, 2002. These opportunities resulted in the emergence of the Japanese education for sustainable development (ESD) movement, and the crystallisation of a broader proposal that led to the initiation of the UN Decade of ESD (2005–2014). In this paper, we trace the history of these two outcomes, arguing that the opportunities, developed through the coordination of non‐governmental groups by government, took place within, rather than broadened or confronted, the government’s scope of interests. While the paper illustrates how the government’s continued support was crucial to the development of the ESD movement and the UN Decade, and the movement has met with considerable achievements thus far (via its collective challenges to conventional education in a sustainability context in Japan), we argue that recognition of the political opportunity structures that affect the movement’s further development remains crucial. In particular, we argue for close attention to the significance of a corporatist framing of this emerging civil society movement in Japan by the national government, and call for further political and historical analysis of ESD movements and their relations with government, around the world.     

可持续发展教育面临的主要问题与挑战

教育是实现可持续发展的根本途径.20世纪90年代以来,可持续发展教育虽然取得了一些进步,但进展不大.国际上有许多学者对此进行了研究分析,提出了可持续发展教育过程中存在的一些主要障碍和问题,这些问题具有普遍性,是每一个国家和地区在实施可持续发展教育过程中都必须解决的问题.     

Levels of indicator development for education for sustainable development

The article summarizes some considerations about the development of indicators for education for sustainable development (ESD). It reflects the present state of discussion, especially from a German perspective, and includes present developments in the area of quality criteria and standards for ESD. These discussion threads only denote the beginning of a discourse that will eventually lead to a practicable instrument for estimating the progress of ESD. This article shall give suggestions for the systematic development of an indicator system for ESD linking three dimensions: levels of educational systems, key functions of indicators, and key aspects of indicator development.     

高职教育:规律与可持续发展

近30年来高职教育发展取得巨大成绩,但也面临许多新情况和新问题。要实现高职教育的健康、科学、可持续发展,首先必须认清高职教育发展中的"五大反差",深入研究高职教育的"三大规律",树立正确的教育观、类型观、办学观、质量观、教学观等"五个观念",处理好高职教育中密切相关的"六个关系"。     

Producing knowledge for sustainable development in Africa: Implications for higher education

This article complements the critique of thedevelopment policies and practices implementedin Africa's local communities by Africangovernments and international developmentagencies by linking them to a specifichegemonic form of knowledge and knowledgeproduction which largely structures the way inwhich Africans, including African scholars,know development, Africa and the world. Theyoften exclude, marginalize and inferiorizeAfrican traditions, knowledges and ways ofknowing. With food policy making in Africa as acase, I examine how higher education isimplicated in the process by which developmentknowledges are generated and become dominant inAfrica as well as its consequences. Borrowingfrom critical theory I raise questions aboutwhich knowledges are promoted, privileged andbecome dominant and how. I argue that highereducation in Africa should be rethought andrestructured to better reflect the actual livedexperiences of the vast majority of Africans.This requires that local communities, includingtheir various segments, participatemeaningfully in the generation of knowledgeabout their development to ensure the relevanceand acceptance by the people of the policiesand programs that these knowledges engender.Institutions of higher learning and researchcan do this by becoming true centres ofcritical inquiry into knowledges and ways ofknowing, including non-hegemonic knowledges andways of knowing in the West. They canfacilitate this by creating spaces for theexpropriation of what is suitable in modernscience and technology and theirre-articulation with elements of Africa'straditions, values, practices and relationshipwith nature in order to pursue developmentpolicies that are African-centred andsustainable.     

Physical literacy: Answering the call for quality education and sustainable development

PROSPECTS - This introductory article explores the concept of physical literacy. It begins by discussing the current defining aspects of physical literacy and provides a pragmatic solution for...     

试论创造教育与可持续发展战略

着重论述了创造教育与可持续发展之间的关系，创造教育是可持续发展理论的题中之义和战略选择，可持续发展对教育提出了新的要求，创造教育应成为我国教育改革的主旋律     

Successful globalisation,education and sustainable development

This article examines the role of education in ‘successful globalisation’ and how this links with agendas for sustainable development. In the first part ‘successful globalisation’ is defined as economic growth combined with equality and social peace. Japan and the East Asian tiger economies – particularly South Korea and Taiwan – have been uniquely successful in the last half century in achieving both rapid economic growth over long periods and relative income equality and social cohesion. A host of factors have been responsible for this, including fortuitous geo-political circumstances and good timing. However, education has also played a major role. The article, based on a review of international and national research literatures, analyses how far China, India, Kenya and Sri Lanka have managed to develop their own forms of successful engagement with the global economy and what part education policy has played. In the second part we relate our concept of successful globalisation to the parallel discourses of sustainable development and education for sustainable development and reflect on what our notion of ‘successful globalisation’ can borrow from and lend to these literatures.     

对我国高等教育可持续发展的思考

要使我国高等教育可持续发展,必须增加教育投入,确保教育质量,加强督导检查,确立民族文化精髓在高等教育中的主导地位,并构建学习型社会。     

力口强全民可持续发展教育

可持续发展作为。一种新的发展战略被世界各国所接受,首先分析了可持续发展观提出的背景,介绍了可持续发展理论与实践创新体系,进一步阐述了可持续发展与人的素质和教育,指出了加强全民可持续发展教育的方向：政策的可持续发展教育;企业的可持续发展教育;公众的可持续发展教育;教育与可持续发展思想的渗透、融合。     

电大教育可持续发展思略浅谈

在新的历史时期,面对新的机遇和挑战,电大教育要实现可持续发展,必须坚持以科学发展观为指导,进一步明确办学理念及办学的机构、方向和目标定位,发挥系统整体优势,融入社会、依靠社会、服务社会,提高人才培养质量,打造电大教育品牌。     

环境教育在可持续发展中的地位与作用

可持续发展是一种全新的社会发展观,也是世界各国共同选择的发展道路。可持续发展的关键问题是生态环境保护,而环境保护大计,教育为本。本阐述了环境教育在可持续发展中的地位与作用,探讨了环境教育怎样才能适应可持续发展的需要。     

Learning for a Sustainable Environment: professional development and teacher education in environmental education in the Asia‐Pacific region

The close link between environmental education and development education advocated by major international reports of the last decade is operant in the UNESCO Asia‐Pacific region. A regional collaborative effort sponsored by the Asia‐Pacific Centre of Educational Innovation for Development (ACEID), UNESCO and Griffith University is creating an action research network to support teacher education in environmental education. The process is informed by Paul Hart's and Ian Robottom's argument that constructivist epistemology is consistent with an ecological world view and, therefore, provides an appropriate grounding for professional development in environmental education. Teacher educators from some 20 countries in the region are sharing in the writing of workshop modules for pre‐ and in‐service teachers; these are then critiqued and adapted in accordance with the needs of other countries. A culture of action research is being created by encouraging those involved to write case studies of their design, critique, adaptation and use of the materials as part of their professional development     

可持续发展观在教育中的伦理价值

可持续发展观是国际社会所公认的全新的发展观 :人与自然和谐发展、以人力资源为基础发展、公平与均等发展、兼顾后代利益发展。这种发展观表达了在现代科学技术与经济高度发展条件下 ,人们对自身长期以来行为反思后的全新的价值定位与全新的伦理理念。这些伦理理念扩散到教育的各个方面 ,使教育从狭隘走向宽广 ,从应试走向注重素质 ,从关注教师和书本走向同时也关注学生 ,从而形成了现代教育中大教育、素质教育、学生主体教育等重大的教育理念     

Pubertal development of the understanding of social emotions: Implications for education

Recent developmental cognitive neuroscience research has supported the notion that puberty and adolescence are periods of profound socio-emotional development. The current study was designed to investigate whether the onset of puberty marks an increase in the awareness of complex, or “mixed,” emotions. Eighty-three female participants (aged 9–16 years) were divided into three groups according to a self-report measure of puberty stage (early-, mid- and post-puberty). Participants were presented with emotional scenarios, and used four linear scales to rate their emotional response to each scenario. Scenarios were designed to evoke social emotions (embarrassment or guilt) or basic emotions (anger or fear), where social emotions are defined as those which require the representation of others' mental states. We measured the relative complexity or “mixedness” of emotional responses, that is, the degree to which participants reported feeling more than one emotion for a given scenario. We found that mixed emotion reporting increased between early- and post-puberty for social emotion scenarios, and showed no relationship with age, whereas there was no change in mixed emotion reporting for basic emotion scenarios across age or puberty groups. This suggests that the awareness of mixed emotions develops during the course of puberty, and that this development is specific to social emotions. Results are discussed in the context of brain development across puberty and adolescence, with speculation regarding the potential implications for education.