The Relationship Between Education and Sustainability - Report Example

The Relationship Between Education and Sustainability Name Institution Introduction Sustainability refers to the ability of the current generation to meet its own needs without threatening the ability of the future generations to meet their needs. The concept of sustainability is derived from the sustainable development movement established through the Brundtland Commission established in 1983 (Department of the Environment, Water, Heritage and the Arts, 2009). The work of the Commission which culminated in the report titled Our Common Future led to the unification of environmentalism with social and economic concerns on the global development agenda. The concept of sustainable development has been recognized as the solution to addressing the critical global challenges that exist today such as global warming. As countries and global institutions adopt sustainable development into their systems and operations, there are key sectors that have been identified as being fundamentally important in supporting sustainability and addressing global challenges. One of these key sectors is the education sector. Education is defined as the process of transmission, acquisition, creation and adaptation of information, skills, knowledge and values (UNESCO, 2012). Education is considered as an essential aspect of the development of individuals and that of their families, communities and the world at large. Education is considered as an important tool in achieving all development goals. Research has shown that basic education has a positive impact on different facets of social and economic development such as poverty reduction, health and achieving gender equality (Mueller et al., 2014). Based on the above discussion on the role of education, this research seeks to answer the question whether there is a relationship between education and sustainability. The research also seeks to explore the nature of the relationship between the two concepts and address the role of children and the youth in the global movement of sustainable development. Expounding on the Current Global Challenges The number of environmental issues that have become a danger to the survival of the human race has significantly increased over the years. These environmental issues include climate change, air pollution, ozone depletion and the destruction of the ecosystem. According to Orr (2011), on a normal day, the world loses 116 square miles of rain forest and 72 square miles to the ever expanding deserts. The world also experiences a loss of 40 to 250 species and increase in human pollution every day as a result of climate change and global warming (Orr, 2011). These problems have become points of concern for the entire globe as governments and global institutions have come together with the aim of establishing solutions to counter the above issues. The attention accorded to these global environmental issues has resulted from the fact that they are by their nature global with little respect for national boundaries (Howard-Williams, 2012). The seriousness of the threat that these issues pose to the entire world has led to different research on ways to address the situation or come up with solutions to these ever increasing global challenges. This gives the background to the development of the sustainable development movement. The concept of sustainable development has led to initiatives such as the green movement which is aimed at ensuring that environmentally sustainable practices are adopted in all sectors. This has led to the rise of green products which are environmentally friendly and green initiatives by corporations and industries which are meant to eliminate or reduce the adverse effects that certain activities or products have on the environment. As governments and global institutions continue to mobilize different sectors to adopt sustainable development practices, there has been a debate as to the role of education in sustainable development (Malone et al., 2017). This debate has focused on the question as to whether education can be used to inculcate sustainable development practices in students to enable them to take a more practical role in environmental protection. What is Education For? Orr (2011) states that many of the factors on which the future and health of human beings depend on such as biological diversity, climate stability and productivity of natural systems are in dire jeopardy. Orr (2011) further notes that the current problems affecting the globe are as a result of human activities. Interestingly, the activities which have contributed to the current global challenges are not by ignorant people but rather educated people with degrees, masters and Ph.D. levels of education. Today scientists have largely contributed to the rise in environmental pollution through different inventions and technological advancements which are not environment-friendly. The education these people have does not serve as a barrier to engaging in activities that pose a threat to the survival of man. The problem with such education and the education today is that it puts emphasis on theories rather than values, answers instead of questions and concepts instead of human beings. Orr (2011), therefore, makes the conclusion that is not education that will save the world but rather an education of a certain kind. This means that for education to be used as a solution to the current global challenges, it must be redefined to ensure that it inculcates values in students and acknowledges the importance of the survival of the human race and the environment. Education, and specifically environmental education, must be implemented in schools today to teach students that they are part of the natural world. Environmental education must be incorporated in all forms of education. This, for example, means that while teaching economics, students must be taught on the laws of ecology. Mueller et al. (2014) serious attention must be given to those students or youths who accept responsibility for the environment and for cultural and community integrity. The education system should not equate responsibility to good grades or the intelligent quotient of the students. Students must be engaged as value social responsibility as the normal way of living. Attention must be drawn to the need to have the youths as part of the community promoting sustainable development. The above discussion is premised on the need to change the nature of our education system for the sole objective of making sure that the objectives of the education system across the globe are, among other things, to inculcate the concepts of social responsibility and sustainable development in the students. Students and the young people must be taught, from the early years, that they are part of the community and that they must act responsibly to safeguard their survival and that of the human race. Focus must be given to the need to have our education systems teaching values as opposed to theories for the benefit of the communities and the world at large (Malone et al., 2017). Education, as discussed above, has been linked to the achievement of development goals. It is regarded as one of the aspects that are critical to the achievement of development goals such as poverty reduction and health. For communities and individuals to understand the need for healthy living, for example, they must have basic education which will enable them to understand basic health concepts. Education also plays a key role in devising ways to deal with societal challenges such as poverty. Due to its importance in personal development and the development of the community and the entire world, education has to be redefined to ensure that the values taught to students do not create further challenges. Students must be taught that environmental ethics is important even as one pursues economic empowerment. Based on the above discussion on the importance of education, the question that arises is what is the relationship between education and sustainability? In a world where education teaches values as opposed to theories and emphasizes on human beings and not concepts as recommended by David Orr, how does education relate with sustainability? The Relationship Between Education and Sustainability The relationship between education and sustainability is premised on the need to have children and the young people, in general, take part in problem-solving, political engagement and teaching them to take part in responsible prosperity. Sustainability is all about responsibility for the environment. It involves taking responsibility for the social, cultural and economic environment to ensure that the pursuit of prosperity does not end up destroying mankind (Mueller et al., 2014). Sustainability principles require each individual to think beyond the self and instead consider the fate of the society and the world in general in their pursuit of prosperity. The problem with education is that for a long time it has failed to teach students the need to be responsible for their decisions especially in their pursuit of economic prosperity. This is why scientists and multinational companies have invented technology and engaged in activities that have the most economical gains without any care as to the environmental impacts of such activities. Such irresponsible thinking has been the cause of the current global challenges such as climate change and global warming (Huckle, 2012). The answer to the current problems, in part, is therefore to introduce a new system of education that teaches students about their belonging to a community and the need to take care of not only their personal interests but also the survival of the community as a whole. There are important concepts such as environmental ethics which can only be spread through education (Payne & Wattchow, 2009). The youthful generation must be taught on environmental ethics to ensure that they do not make the same mistakes made by the previous generations. The natural world must be of concern to the youths as they grow up to ensure that their thinking, even in adulthood, safeguards the well-being of humanity and the natural ecosystem. Mueller et al. (2014) speak of the need for a generation that is aware of the environmental mistreatment, the degradation of cultural traditions and the loss of species of animals and plants as a result of human activities and has the will to change the situation. There is a need for a generation which does not want its children or the future generations to live with the consequences of a degraded environment and natural ecosystem. Such a generation is able to take their relationship with natural resources, plants and animals more seriously and ensure that they act responsibly. Such a generation of young people can be achieved through having an education system that teaches the students all these values. Education, therefore, becomes the tool through which students and young people, in general, are equipped to be more responsible. Education is, therefore, the channel to be used to create a generation that acts responsibly (Payne & Wattchow, 2009). What is Responsibility? Mueller et al. (2014) define responsibility as the burden for one’s state of the community or environment. Responsibility in this regard, therefore, means that each individual should feel the obligation to act fully. When we speak of a generation of responsible youths, it means that the young people must care deeply and love the environment and their communities enough to do everything possible to prevent the degradation of these elements of life. West (2004) states that the youths today feel a sense of despair and hopelessness due to the crisis and the global challenges experienced today. The feeling in such youths is that they no longer have control over what is to happen. Such youths must be equipped to do something about the situation they find themselves in and how to handle future challenges. This can be achieved through education teaching them about thinking responsibility. The scope of responsibility in relation to sustainability can be expounded through three concepts namely the common school movement, earth democracy, and interdependent responsibility. a. Common School Movement The common school movement was one of the democratic movements in the nineteenth century. The movement led to the establishment of free schools that were known for the acquisition of literacy and numeracy skills, an understanding of history and science and an understanding of rights and responsibilities for every individual (Mueller et al., 2014). The purpose of education during this period was to ensure democracy which vested power upon the people. The argument was that if power rested in the hands of the people, the people needed the intellectual wherewithal to handle such power. It is worth noting that during the common school movement the goal of getting a good job was secondary. During this period, people were not defined by the nature of their employment. Education was offered to empower students and the people at the time to deal with challenges that were recurring at the time such as dealing with illiteracy. It was also aimed at ensuring that the people understood their civic responsibilities. Based on the common school movement, schools should exist for the purposes of the state. The fact that education equips a student for his or her future pursuits in life only comes second. The primary role of schools and education, in general, should be to train the child to be a citizen, that is, to prepare the child to perform his duties and to exercise his rights in a way that meets the objectives of the state. Once a child is successfully trained to become a model citizen, the child grows to an adult who is fit for all the ordinary duties of life. This premise establishes the relationship between education and sustainability as it should be (Mueller et al., 2014). Education should be capable of preparing students for their duties in the future. Securing a job should only come secondary to preparing the student to be responsible or to do that which helps the state accomplish its end objectives. The principles behind the common school movement, though ancient, should be incorporated in today’s education system. Education should, first and foremost, be capable of training students to be more responsible both in their youth and as adults later in life. Such principles ensure that young people are trained to be responsible citizens who appreciate the importance of the natural ecosystem and the need to protect the environment, culture, and communities. b. Earth Democracy Earth democracy is a political movement that promotes peace, justice and sustainability. It supports the view of the world as a community of all beings rather than taking the perspective of an individual (Shiva, 2005). Due to globalization, capitalism and individualism today, the world is considered as something that can be owned and the markets are driven by profits. People pursue prosperity for individual gratification without much care about the survival of other people, communities and the world as a whole. In contrast to this view, the earth democracy movement defends the world as commons. Rather than seeing the world as a global supermarket where products or goods are produced with high costs or adverse effects on the social, ecological and cultural costs, the earth democracy movement advocates for cultures and communities resisting the destruction or degradation of their biological as well as cultural diversity. The earth democracy movement advocates for promoting life on earth as opposed to supporting a free market economy that pollutes and plunders the natural resources leading to adverse economic, social, cultural and environmental effects. The earth democracy movement is founded on five principles which should be incorporated in the education system today to ensure that youths and students are equipped or trained to deal with the current and future challenges. The first principle is the principle that all people, species and cultures have intrinsic worth. This means that all beings are not objects of ownership, exploitation or manipulation (Shiva, 2005). This further means that the privatization of public goods should not be allowed as this forms the basis for the survival all species and people. The second principle states that the world is a democracy of all living organisms. This means that all living creatures are part of the earth family and, therefore, every person should promote the protection of the ecological processes and the peaceful co-existence of all people and species. The third principle states that all form of diversity whether in nature or culture must be protected at all costs. This an important principle for sustainable development. Any attempt to eliminate biological or cultural diversity must be resisted at all costs. The fourth principle states everything that has life has the right to sustenance. This means that since all living things are part of the earthly community, they have a right to food, water and a clean habitat as the basic elements of sustenance. This means that the resources that are vital for the sustenance of people and species must be protected. The fifth principle is that earth democracy makes peace, care and compassion global (Shiva, 2005). This means that people should not be divided by fear, conflict, hatred or competition but rather should show compassion and care for all. Such care and compassion must also be directed towards the environment and biological diversity. The basic idea of earth democracy is the appreciation of life and everything in it. These principles should guide the education systems across the globe to ensure that we educate students capable of dealing with the challenges present today and any other challenges that may emerge later in life. Education must not be limited to equipping the student to live a better life or get a good employment position. Education must teach students to be responsible. c. Interdependent Responsibility All people, including young people, must be taught that they belong to a wider global community and they have duties and responsibilities to this community. Students and the youth must be trained, through education, to consider themselves as part of the world. This will help them live a life that reflects the connection to the wider global community and think beyond their individual selves (Mueller et al., 2014). In the current world, no single individual can claim to be independent. Our lives are joined in complex networks that make us survive on this earth. This connection and interdependence is not in relation to human beings alone but also extends to plants, animals and other species. Bees, for example, are important in ensuring that there is enough food to sustain the world. This means that such organisms, their habitats and their well-being must be considered at all times when carrying out human activities. The failure to do so will further increase the global challenges. Children and Environmental Education According to Duhn (2012), engaging young children in environmental learning is important as a way to cultivate a life-long interest in caring for the environment. Childhood is considered to be a time of innocence and as the child continues to develop. In the education context, the period of childhood gives the child an opportunity to learn as their mind develops. Due to the innocence of a child in the early years, it becomes easier to inculcate environmental ethics in the child at the early age. Although concepts of environmental sustainability can be complex for the child at the early age, there are different activities that can be used to help the child acquire the necessary skills to care for the environment. Parents can involve children in caring for animals and plants in gardens by carrying out such activities together. As the child grows and interacts with nature, he or she begins to appreciate the role of nature. Duhn (2012) argues that children and nature are entangled and as a result, the introduction of environmental learning for the child can help the child develop an interest to care for the environment. Mueller et al. (2014) state that there is a future youthful generation R (responsibility) which will be more equipped to care for the environment and promote sustainability practices in the society and world as a whole. However, for this to be achieved, children must be trained from the tender years to appreciate nature and have respect for diversity. The majority of the young people today feel helpless and unable to intervene in offering solutions to the current global challenges. This is because they are not equipped with the right values and skills to tackle the challenges head on. Further, the education system today teaches students to see education as a means to getting a good job since success today is measured by the employment position that one holds. This education system promotes competition and negates responsible pursuit for prosperity. This can be changed by introducing environmental learning to children during the early years to ensure that they grow up with an understanding of the importance of the environment and the natural ecosystem and the need to protect it. Another important point to note regarding education is the fact that education is not only restricted to the young. There are different forms of education that cover the adults. Communities and states have come together to do what they can to rehabilitate the planet as a way of dealing with the global challenges facing the world today (Kemmis and Mutton, 2012). As countries and communities embark on this important journey, community groups, action projects and initiatives have been established to ensuring that even adults take part in promoting sustainability practices. Through these action projects, adults are taught on the need for peaceful co-existence with other species (Huckle, 2012). They are also taught to conserve the environment. Such education is particularly necessary for heads and employees of major multinational companies and industries which have been on the forefront in damaging the ecosystem. Such action projects meant to rehabilitate the planet and address the issues that arise from environmental pollution are important to prevent any further destruction to the environment and ecosystem. Conclusion Education is an important tool in achieving sustainability. Sustainability is derived from sustainable development which requires the current generation to carry out development in a way that does not jeopardize the future generations’ ability to meet their needs. Sustainability, therefore, involves practices that have the future in mind. The world today is under threat due to the climate changes and other environmentally related problems that have risen due to pollution and other destructive activities by human beings. The exploitation of natural resources by individuals and multinational companies pose a threat to the survival of future generations. Sustainability, therefore, has become an important concept in safeguarding the interests of future generations and ensuring the survival of human beings and other species. Education has become one of the most important tools that can be used to ensure that the concept of sustainability is inculcated not only in adults but also in children from the tender years. The fact that the current environmental problems have been caused by some of the most educated people in the world today raises the question whether education can really promote sustainability. Orr (2011), however, states that it is not just education that can help save the earth through promoting sustainability but rather it is the education of a certain kind. This means that education can help promote sustainability if only it is redefined to capture the different elements of sustainability. The literature discussed in the course of this paper has shown that where education is of the kind that teachers values as opposed to theories and gives emphasis to human beings as opposed to concepts, then sustainability can be achieved through such education. Education of such kind equips students with the necessary skills and knowledge to enable them to contribute to finding solutions to the current problems. It is through education that students can learn that they do not live for themselves only but rather that they belong to a global community as advocated by earth democracy. There is, therefore, a relationship between education and sustainability in that education is the through which children and adults can be taught or trained on how to appreciate nature and respect diversity of all kind. It is through education that children and people as a whole can begin to understand that all people and species have intrinsic worth and hence all beings are not objects of exploitation and manipulation. It is through education that children and future generations can learn and appreciate nature, culture and the universal natural right to sustenance. References Malone, K., Truong, S. & Gray, T. (2017). Reimagining Sustainability in precarious times. Springer Science, Singapore. Payne, P. & Wattchow, B. (2009). Phenomenological deconstruction, slow pedagogy and the corporeal turn in wild environmental/ outdoor education. Canadian Journal of Environmental Education. 14, 15-32. Kemmis, S. & Mutton, R. (2012). Education for Sustainability (EFS): Practice and practice architectures. Environmental Education Research, 18(2), 187-207. Duhn, I. (2012). Making ‘place’ for ecological sustainability in early childhood education. Environmental Education Research, 18(1), 19-29. Huckle, J (2012). Even more sense and sustainability. Environmental Education Research, 18(6), 845-858. Howard-Williams, R (2012). Global communication, the environment and world risk society. Interactions: Studies in Communication and Culture, 3(3), 303-315. Shiva, V. (2005). Earth democracy: Justice, sustainability and peace. South End Press. West, C. (2004). Democracy matters: Winning the fight against imperialism. New York: Penguin. Orr, D. (2011). What is education for? Lyon College. Mueller, M., Tippins, D., and Stewart, A. (2014). Assessing schools for generation R (Responsibility). Springer Dordrecht Heidelberg, New York, London. Department of the Environment, Water, Heritage and the Arts (2009). Education for sustainability: The role of education in engaging and equipping people for change. Australian Government. United Nations Educational, Scientific and Cultural Organization (2012). Education and skills for inclusive and sustainable development beyond 2015. United Nations. Read More