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ERIC Number: EJ853850
Record Type: Journal
Publication Date: 2005-Apr-21
Pages: 9
Abstractor: As Provided
Reference Count: 11
ISBN: N/A
ISSN: ISSN-1523-1615
"Holistic yet Tangible": Embracing the Challenge of Complexity for Education for Sustainable Development
Hanley, Patrick
Current Issues in Comparative Education, v7 n2 p85-93 Apr 2005
UNESCO defines education for sustainable development (ESD) as covering a broad range of issues from natural resources and HIV/AIDS to poverty reduction. ESD thus becomes a term that must be subtle yet clear, holistic yet tangible. One option for ESD, in dealing with this complexity, is to simplify its content and narrow the issues it addresses. Another more viable option for ESD is to retain a broad range of issues and related domains of knowledge while unifying the range of epistemologies it employs. The challenge then is to agree on an epistemology that is inclusive of all domains of knowledge while being practical for education initiatives in the field. This article will examine the utility of an ecosemiotic conception of the epistemological relationship between humans and nature (how we conceive of how we come to knowledge about nature), and a pragmatic method of making value judgments in helping ESD meet the challenges of complexity.
Teachers College, Columbia University. International and Transcultural Studies, P.O. Box 211, 525 West 120th Street, New York, NY 10027. e-mail: info@cicejournal.org; Web site: http://www.tc.columbia.edu/cice
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A