This explorative paper works across discourses to suggest the possibility and potential of an integrative paradigm for sustainability education that reconciles instrumental and intrinsic educational traditions, informed and infused by resilience theory and social learning. It argues that such an integrative view is required in the context of the…

The importance of recognising the mismatch between a shared perception of separateness in Western thinking and the systemic and inevitably participative nature of the world is outlined. The article then traces the development of forms of "education for change" that seek to address sustainability issues that stem from dissociation, and notes that…