Connections Quarterly Spring 2016 - Environment | Page 5

ENVIRONMENT

We might say that the 2030 Agenda for Sustainable Development lays out the “what” of
sustainability, and the World Development Report explores “how” we can facilitate it. Together the reports offer a huge incentive for forward-thinking schools to engage deeply
in the critical challenge of producing students who need to be an integral part of a world
trying to transition toward sustainability.

New Competencies

“What would it look
like to shift the emphasis in education
significantly away
from some of our
predominant cultural
values...toward cultivating full human
development in a
flourishing, environmentally responsible,
global community?”

In addition to their academic rigor and sensitivity to
the learning styles of every student, independent
schools espouse missions that align well with the
goals of sustainability. They have a long history of
commitment to community outreach and service,
and they consistently stress the importance of cultivating character development and responsibility for others. And yet for the most part, suggests
David Orr, education as usual will “equip people to
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become more effective vandals of the Earth.”

What would it look like to shift the emphasis in
education significantly away from some of our predominant cultural values – bigger is better, market
is master, fierce individualism, competition, wealth,
and materialism – toward cultivating full human
development in a flourishing, environmentally responsible, global community? In addition to the
academic content and skills that independent
schools already teach well, what other competencies would contribute powerfully to
this higher purpose? Consider the following:
1. The curriculum would reflect a fundamental concern for sustainability (or sustainable
development) with a focus on interdisciplinary content. Courses would impart a basic
understanding of:
a) the complex environmental, social, and economic issues that must be addressed to build a more sustainable society;
b) the nature of the political, institutional, and individual responses needed.
Thus courses would, where appropriate, feature sustainability topics such as:
globalization and sustainable development; environmental studies; ecological economics; population, women and development; sustainable production and consumption; food systems, peace studies; and others.

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CSEE Connections

Spring 2016

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