Education for Sustainable Development

In 2006, I am starting an international R&D program, NatureGate(R), with Eija and Jouko Lehmuskallio. It uses patented digital software for fast identification of plant species. Plants and other organism species are like a gate to ecosystems, and sustainable development (integrating ecologically, economically and socially sustainable development). Flowering plants and other vascular plants are our first step, because people are attracted by them and they are very important also from evolutionary viewpoint.

I am continually developing and testing an integrating theory of Education for Sustainable Development (Åhlberg 1993 - 2002, Åhlberg & Dillon 2003, Åhlberg & Robinson 2003, Åhlberg, Turja & Robinson 2003). A good theoretical test is to compare theories, propositions presented in the best sources in the field, e.g. UNESCO's site constructed by a team of Prof. John Fien: http://WWW4.gu.edu.au/ext/unesco

I have had separate sites in Finnish to promote Education for Sustainable Development (ecodidactics, ecopedagogy) as a part of Teacher Education:
1989 - 2003: http://www.edu.helsinki.fi/bio/didaktiikka/
2004-: http://www.edu.helsinki.fi/bio/didaktiikka_04/

My integrating theory contains theories of Continual Quality Improvement , High Quality Learning, and Theory and Practice of Integrating Education/Management . My view of Education for Sustainable Development is similar to what McKeon & Hopkins (2003): Education for Sustainable Development differs in many ways from Environmental Education. Both are broad fields and "collaborative, locally appropriate action in both EE and ESD is more useful than either-or debate over whose terminology should be adopted."

I am planning new R&D projects to promote becoming 'United Nations Decade of Education for Sustainable Development' (2005 -2014): http://www.unesco.org/education/esd/english/education/beyond.shtml

I have come to a tentative conclusion that from 1950s (Donaldson & Donaldson 1958) we have understood that there are three strands in Environmental Education: (1) education and learning about environment, (2) education and learning in environment and (3) education and learning for environment. The last one comes nearest Education for Sustainable Development. In addition to ecology, economics, quality improvement, organisation development, peace education, population education, human rights education etc are important aspects of Education for Sustainable Development. Education for Sustainable Development, when it is best, is integrating best theories and best practices, testing constructed new tentative theories both theoretically and empirically when it is possible.

As a part of my Research and Development projects, I have constructed a tentative working definition of sustainable development: 'Sustainable development is development in which real long term needs of both present and future human generations are met as optimally as possible. This means that not only the basic individual biological needs, but also real economical, cultural and social needs ought to be met.'

Economically sustainable development ought to be an important aspect also in Education for sustainable development. It is important to create "sustainable work systems" (Docherty, Forslin & Shani (Eds.) 2002).

We live times when thinking of capital is overwhelming. This phenomenon can be used also to promote sustainable development. We may call nature and ecosystems as natural capital (Hawken, Lovins & Lovins 1999), which provides those kinds of free services for mankind, which cannot be bought by money. These free services include oxygen, water purification, food, medicines, renewable raw materials, aesthetic pleasures etc. Human beings are also valuable human capital. We are all different and by our strengths we complement other persons weaknesses. Human knowledge, understanding, skills, values can be developed by research and learning in open-ended way. Human networks, trust, social bonds, cooperation are social capital. Internet is an example of manufactured capital, which can be used to promote both Sustainable Development and Education for it. Monetary capital is necessary, but only a tool in promoting Education for Sustainable Development.

There is ethical debate over anthropocentric, bio-centric and ecocentric approach to environment and sustainability. According to Ryden, Migula and Andersson (2003, 769) Stenmark (2002) has wisely concluded that "whether we save nature because it is good for the human sake or for its own sake does not really matter, as long as we save it."

Biological education has plenty to offer for Education for sustainable development, e.g. Towsend, Begon & Harper (2003), 399: "But attaining or even approaching sustainability requires more than a will to do so - it requires ecological understanding, carefully acquired and even more carefully applied." Promoting 'ecological understanding' is one of the objectices of Biological education.

I have developed three practical and theoretically sound new quality tools (Improved Concept Mapping , Improved Vee Heuristics and ARRA or Analysis of Reasoning, Rhetorics and Argumentation ) to promote Education for Sustainable Development.

Personal history of Education for Sustainable Development

At school I was a member of nature club and a member of the Finnish Society for Nature Conservation (Suomen luonnonsuojeluliitto as long as it had personal members (1962 - 1970). I studied both biology and geography and I was very interested in Environmental Education. In my university theses the idea of sustainable development is evident since 1975 (Åhlberg 1975, 1979, 1988, 1989).

In 1992 I got an opportunity to join as an educational researcher into a R&D project called Eco-School network in the Southern Savo. The project was later on joined into a bigger BEENET (Baltic Environmental NETwork) -project, which was created to promote Environmental Education in regions around the Baltic Sea (Åhlberg (1997, 1998a and 1998b).

In 1996 we arranged a big international Environmental Education conference in the Savonlinna Department of Teacher Education (University of Joensuu): 'Northern Call for the Environment'. Later on selected papers from this conference added to some useful articles were published in Åhlberg & Leal Filho (Eds.) 1998. Environmental Education for Sustainability, Good Environment, Good Life. In 1996 Professor Peter Posch took also part in the conference. With his help Rantasalmi Institute of Environmental Education got resources and responsibility to arrange courses for OECD/ENSI projects third phase. I was supervising research efforts, but there was very little money for any systematic research proper.

The fourth phase of OECD/ENSI/FINLAND -project uses Knowledge Forum® computer program to facilitate collaborative knowledge building. I suggested it with my OECD/ENSI research partner (Counsellor Lea Houtsonen, PhD, National Board of Education, former researcher lecturer at University of Helsinki). It has been successful (Åhlberg, Kaasinen, Kaivola & Houtsonen 2001). I am a partner in SEED (School Development through Environmental Education) project, which is a part of OECD/ENSI project. I am also an evaluator in SEEPS (Sustainability Education in European Primary Schools) project, which builds on ideas of OECD/ENSI project, but does not belong to OECD/ENSI project.

I have long term R&D cooperation e.g. with Professor Patrick Dillon (University of Exeter, UK) since 1998 (Åhlberg & Dillon 2003). From 2002 cooperation with Dr. John Robinson has been fruitful (Åhlberg & Robinson 2003, Åhlberg, Turja & Robinson 2003).

References:

Åhlberg, M. 1993. Concept maps, Vee diagrams and Rhetorical Argumentation (RA) Analysis: Three educational theory-based tools to facilitate meaningful learning. Paper presented at The Third International Seminar on Misconceptions in Science and Mathematics. August 1- 5, 1993. Cornell University. Published digitally in the Proceedings of the Seminar, http://www.mlrg.org/proc3abstracts.html (Read 26. 2. 2003.)

Åhlberg, M. 1997. Continual Quality Improvement as High Quality Learning (in Finnish). University of Joensuu. Faculty of Education. Research Reports N:o 68.

Åhlberg, M. 1998a. Kestävän kehityksen pedagogiikka ja yleisdidaktiikka. University of Joensuu. Bulletins of the Faculty of Education. N:o 71.

Åhlberg, M. 1998b. Ecopedagogy and ecodidactics: Education for Sustainable Development, Good Environment and Good Life. University of Joensuu. Bulletins of the Faculty of Education. N:o 69.

Åhlberg, M. 2002. Translator's postscript: Twenty years research on theory of integrating education, improved concept maps and Vee heuristics in Finland [in Finnish]. In Novak, J. Tiedon oppiminen luominen ja käyttö Jyväskylä: PS-kustannus, 300 - 315. ([The Finnish translation of Joseph D. Novak's (1998) Learning, creating and using knowledge].)

Åhlberg, M. 2003. Kestävän kehityksen didaktiikka (Education for Sustainable Development, Didactics for sustainable development, in Finnish), http://sokl.joensuu.fi/aineistot/kasvatustiede/didaktiikka/index.html

Åhlberg, M. & Dillon, P. 1999. Materials for Constructivistic Environmental Education, mainly to be used in pre-service and in-service teacher education: An integrating approach to environmental learning. In De Paz, M. & Pilo, M. (Eds.) 1999. European Project for Environmental Education. A Curriculum for European Schools. Genoa: University of Genoa, Italy, 3 - 33. [Published also digitally:
http://www.fisica.unige.it/~ilgioco/progetto/ahlberg/ahlberg/ahlberg.html ]
(Read 10. 3. 2003).

Åhlberg, M. & Dillon, P. 2003. Integrating education: For quality of life and a good environment (manuscript).

Åhlberg, M. & Robinson, J. 2003. An exploration of Education for Sustainability in the field practice schools of pre-service education students using tools for reflective practice. Submitted for publication.

Åhlberg, M. & Robinson, J. 2003. An exploration of Education for Sustainability in the field practice schools of pre-service education students using tools for reflective practice. Submitted for publication.

Åhlberg, M., Turja, L. & Robinson, J. 2003. Educational research and development to promote sustainable development in the city of Helsinki: Helping the accessible Helsinki Programme 2001 - 2011 to achieve its goals. Accepted to be published in International Journal of Environment and Sustainable Development Vol. 2, N:o 2.

Åhlberg, M., Kaasinen, A., Kaivola, T. & Houtsonen, L. 2001c. Collaborative knowledge building to promote in-service teacher training in environmental education. Journal of Information Technology for teacher Education 10(3), 227 - 238.

Åhlberg & Leal Filho (Eds.) 1998. Environmental Education for Sustainability, Good Environment, Good Life. Frankfurt am Main: Peter Lang.

Åhlberg, M., Turja, L. & Robinson, J. 2003. Educational research and development to promote sustainable development in the city of Helsinki: Helping the accessible Helsinki Programme 2001 - 2011 to achieve its goals. Accepted to be published in International Journal of Environment and Sustainable Development Vol. 2, N:o 2.

Docherty, P.,Forslin, J. & Shani, A. (Eds.) 2002. Creating sustainable work systems. Emerging perspectives and practice. London: Routledge.

Donaldson, G. & Donaldson, L. 1958. Outdoor education - a definition. Journal of Health, Physical education and Recreation 29(5), 17 and 63.

Hawken, P., Lovins, A. & Lovins, H. 1999. Natural capitalism. The next industrial revolution. London: Earthscan.

McKeon, R. & Hopkins, C. 2003. EE ESD: defusing the worry. Environmental EducationResearch 9(1), 117 - 128.

Ryden, L., Migula, P. & Andersson, M. 2003. (Eds.) Environmental science. Uppsala: The Baltic University Press.

Stenmark, M. 2002. Environmental ethics and policy making. Aldershot, UK: Ashgate.

Towsend, C. Begon, M. & Harper, J. 2003. Essentials of ecology. Second edition. Oxford: Blackwell.