What is it about?
Since this volume seeks to leverage speculative inquiry to imagine how nascent ecological developments might transform the field of environmental education, this contribution reflects upon the future of environmental education and education for sustainable development (EE/ESD) and the larger issue of sustainability. The three scenarios in relation to corresponding EE/ESD approaches are discussed: the limits to growth (the great tragedy and demise); sustainable development and ecological modernization (hope and innovation); and the Anthropocene park (surrender to anthropocentrism). The future of education for sustainability will be examined in the context of sustainable development goals or the SDGs adapted in 2015. The SDG’s are found to closely correspond with sustainable development and ecological modernization scenario, bringing into question whether the EE/ESD’s alignment with the SDGs is the ‘future we want’, or the future we need, or the future we are going to have anyway.
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Why is it important?
Since this volume seeks to leverage speculative inquiry to imagine how nascent ecological developments might transform the field of environmental education, this contribution reflects upon the future of environmental education and education for sustainable development (EE/ESD) and the larger issue of sustainability. The three scenarios in relation to corresponding EE/ESD approaches are discussed: the limits to growth (the great tragedy and demise); sustainable development and ecological modernization (hope and innovation); and the Anthropocene park (surrender to anthropocentrism). The future of education for sustainability will be examined in the context of sustainable development goals or the SDGs adapted in 2015. The SDG’s are found to closely correspond with sustainable development and ecological modernization scenario, bringing into question whether the EE/ESD’s alignment with the SDGs is the ‘future we want’, or the future we need, or the future we are going to have anyway.
Perspectives
Since this volume seeks to leverage speculative inquiry to imagine how nascent ecological developments might transform the field of environmental education, this contribution reflects upon the future of environmental education and education for sustainable development (EE/ESD) and the larger issue of sustainability. The three scenarios in relation to corresponding EE/ESD approaches are discussed: the limits to growth (the great tragedy and demise); sustainable development and ecological modernization (hope and innovation); and the Anthropocene park (surrender to anthropocentrism). The future of education for sustainability will be examined in the context of sustainable development goals or the SDGs adopted in 2015. The SDG’s are found to closely correspond with sustainable development and ecological modernization scenario, bringing into question whether the EE/ESD’s alignment with the SDGs is the ‘future we want’, or the future we need, or the future we are going to have anyway.
Dr Helen Kopnina
Northumbria University
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This page is a summary of: 8. Future scenarios for sustainability education: the future we want?, February 2017, Brill,
DOI: 10.3920/978-90-8686-846-9_8.
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