V. Integration of Education for Sustainable Development to Literature

V.  Integration of Education for Sustainable Development to Literature 

 

 

             The concept of sustainable development emerged as a response to a growing concern about human society’s impact on the natural environment. The concept of sustainable development was defined in 1987 by the Brundtland Commission (formally the World Commission on Environment and Development) as ‘development that meets the needs of the present without compromising the ability of future generations to meet their own needs’ (Brundtland, 1987). This definition acknowledges that while development may be necessary to meet human needs and improve the quality of life, it must happen without depleting the capacity of the natural environment to meet present and future needs. The sustainable development movement has grown and campaigned on the basis that sustainability protects both the interests of future generations and the earth’s capacity to regenerate. At first it emphasised the environment in development policies but, since 2002, has evolved to encompass social justice and the fight against poverty as key principles of sustainable development.

            There are two commonly used visualisations of how the various aspects of sustainable development interact: one is of three overlapping circles representing the three pillars of sustainable development - economy, society and environment (fig 1.a). The other shows the economy embedded in society, which in turn is embedded in the environment (fig 1.b). The latter focuses on the central role that the environment plays in human society and in turn in the economy.

          Good quality education is an essential tool for achieving a more sustainable world. This was emphasised at the UN World Summit in Johannesburg in 2002 where the reorientation of current education systems was outlined as key to sustainable development. Education for sustainable development (ESD) promotes the development of the knowledge, skills, understanding, values and actions required to create a sustainable world, which ensures environmental protection and conservation, promotes social equity and encourages economic sustainability. The concept of ESD developed largely from environmental education, which has sought to develop the knowledge, skills, values, attitudes and behaviours in people to care for their environment. The aim of ESD is to enable people to make decisions and carry out actions to improve our quality of life without compromising the planet. It also aims to integrate the values inherent in sustainable development into all aspects and levels of learning.

          The relationship between environmental education, education for sustainable development and development education is complex, and the three often display more similarities than differences. All three are essentially concerned with behavioural change through education and the promotion of values, attitudes and understanding. A core value promoted by the three sectors is respect: respect for yourself, respect for others, respect for the world we live in and respect for the planet. However, a closer examination of each sector suggests that each has a primary aim or focus that sets it apart from the others. 

         Environmental education developed from the concern that human development was having profoundly damaging effects on the natural environment and its primary aim is the protection and conservation of the environment including natural habitats and ecosystems.  Development education’s primary concern is the reduction of poverty, the promotion of social justice and the improvement of quality of life for people. It addresses basic human needs and links local and global actions.