Post-Sustainability and Environmental Education

"In the face of the growing challenge posed by global ecosocial problems, this book raises necessary radical answers to questions emerging from the Community of Life: How can we correct the suicidal path of the neoliberal cultural ethos? How should education be rethought if we were to place life as a new structuring axis of our worldview? "To say 'Yes' to life" involves a rebellion against an ecocidal model and affirmation through collective and creative action." (Alfonso Fernandez-Herreria, Professor of Theory and History of Education, Faculty of Education Sciences, University of Granada, Spain/ Francisco Miguel Martinez-Rodriguez, Assistant Professor of Social Pedagogy, Faculty of Education Sciences, University of Granada, Spain) "This collection of thoughtful, provocative essays from leading thinkers in the field will push us to consider the future of education. How can we re-envision education in a way that incorporates what we know about learning and the environmental, economic, and social challenges we face as a society? What are the political ramifications of dramatically shifting how we think about education and its purpose in society? This book will make you think, and help inform the conversation about the future of environmental education." (Judy Braus, Executive Director, North American Association for Environmental Education. USA) "Clearly, the rise of sustainable development in education and policy over the last 25 years has not led to a transition away from sustained, systemic global dysfunction. Arguably, this rise has unwittingly helped make this dysfunction more resilient. Contributors to this book represent essential counter-hegemonic voices that critique the dominant sustainable development discourse. But they also offer alternatives that may lead to "educative societies" where people can live well with each other, with the more-than-human world, and within planetary boundaries. This is an essential book for those seeking to transgress and disrupt the structures and forces pushing us all towards extinction." (Arjen Wals, Professor of Transformative Learning for Socio-Ecological Sustainability, Wageningen University, the Netherlands and Gothenburg University, Sweden) "The most serious dilemmas facing the environment today are not limited to the technological and political challenges of climate change. Fundamentally, our collective problems have common roots in the intellectual gulf that persists between deep learning and superficial schooling in all of our systems of education. Bob Jickling and Stephen Sterling have for three decades been leading innovators in the work of reclaiming a philosophical orientation to environmental and sustainability education. This new collection brings together a chorus of leaders to reaffirm what can be gained when we reconnect our educational practices to our deepest purposes and principles." (David Greenwood, Canada Research Chair in Environmental Education, Lakehead University, Canada) "At this time, we need urgent reflection on the role of education in helping human beings become more humane. This timely and thought-provoking collection of chapters offers an outstanding contribution to this process by questioning the purpose and content of education, and offering some thoughts on the kinds of education that are needed for the social transformation. These pages encourage us to develop education models that awaken a more sensitive and caring human spirit, and guide us to look back at the essence of life. I highly recommend the reading and use of this book!" (Mirian Vilela, Earth Charter Center for Education for Sustainable Development at the University for Peace, Costa Rica)

This book provides a critique of over two decades of sustained effort to infuse educational systems with education for sustainable development.This book provides a critique of over two decades of sustained effort to infuse educational systems with education for sustainable development. Taking to heart the idea that deconstruction is a prelude to reconstruction, this critique leads to discussions about how education can be remade, and respond to the educational imperatives of our time, particularly as they relate to ecological crises and human-nature relationships. It will be of great interest to students and researchers of sociology, education, philosophy and environmental issues.