A3 Book section, Chapters in research books
Historical Memory and Eco-centric Education : Looking at the Past to Move Forward with the 2030 Agenda for Sustainable Development (2022)

Borsari, B., & Kunnas, J. (2022). Historical Memory and Eco-centric Education : Looking at the Past to Move Forward with the 2030 Agenda for Sustainable Development. In W. Leal Filho, A. M. Azul, F. Doni, & A. L. Salvia (Eds.), Handbook of Sustainability Science in the Future : Policies, Technologies and Education by 2050. Springer International Publishing. https://doi.org/10.1007/978-3-030-68074-9_40-1

JYU authors or editors

Publication details

All authors or editors: Borsari, Bruno; Kunnas, Jan

Parent publication: Handbook of Sustainability Science in the Future : Policies, Technologies and Education by 2050

Parent publication editors: Leal Filho, Walter; Azul, Anabela Marisa; Doni, Federica; Salvia, Amanda Lange

ISBN: 978-3-031-04559-2

eISBN: 978-3-030-68074-9

Publication year: 2022

Publication date: 26/05/2022

Publisher: Springer International Publishing

Place of Publication: Cham

Publication country: Switzerland

Publication language: English

DOI: https://doi.org/10.1007/978-3-030-68074-9_40-1

Publication open access: Not open

Publication channel open access: 

Additional information: Living reference work entry

Abstract

An education for sustainable development is a 30-year old effort that has been challenging schools and universities to prepare students in society to resolve the multiple crises created by human activities. Its intrinsic complexity demands collaborations across disciplines and urges contributions from Indigenous knowledge, while recognizing the limitations of the western learning paradigm as the dominant education model. There is a need to develop a culture of awareness about peoples’ role and place in nature before tackling the more pragmatic issues surrounding the quest for achieving sustainability. We present with this work a critical analysis of sustainability education since the 1990s, highlighting achievements and the barriers rooted in specific academic cultures that impede (and may continue to hamper) the establishment of sustainability at institutions of higher education. The competencies that qualify instructors in the teaching profession in sustainability, as well as those needed by students, are discussed with an emphasis on the formative role of education at a time of fast technological advances. The connection to the 17 goals for sustainable development (SDGs) of Agenda 2030 served as the theoretical framework of our study. Finally, we present a holistic model for Sustainability Education in the twenty-first Century.

Keywords: education and training; curricula; environmental education; sustainable development; higher education (teaching); history of education; history of science and learning; learning; environmental protection

Free keywords: curriculum; ecology; education history; ethics; learning; reform; resilience; sustainability

Contributing organizations

Ministry reporting: Yes

Reporting Year: 2022

JUFO rating: 2