This book is an introduction to the long history of human learning, the environment and sustainable development – about our struggles with the natural world: first for survival, then for dominance, currently for self-preservation, and in future perhaps, even for long-term, mutually beneficial co-existence. It charts the long arc of human–environment relationships through the specific lens of human learning, putting on record many of the people, ideas and events that have contributed, often unwittingly, to the global movement for sustainable development. Human learning has always had a focus on the environment. It’s something we’ve been engaged in ever since we began interacting with our surroundings and thinking about the impacts, outcomes and consequences of our actions and interactions. This unique story told by the authors is episodic rather than a connected, linear account; it probes, questions and re-examines familiar issues from novel perspectives, and looks ahead. The book is of particular interest to those studying (and teaching) courses with a focus on socio-economic and environmental sustainability, and non-governmental organisations whose work brings them face-to-face with the general public and social enterprises.

This book is an introduction to the long history of human learning, the environment and sustainable development – about our struggles with the natural world: first for survival, then for dominance, currently for self-preservation, and in future perhaps, even for long-term, mutually beneficial co-existence. It charts the long arc of human–environment relationships through the specific lens of human learning, putting on record many of the people, ideas and events that have contributed, often unwittingly, to the global movement for sustainable development. Human learning has always had a focus on the environment. It’s something we’ve been engaged in ever since we began interacting with our surroundings and thinking about the impacts, outcomes and consequences of our actions and interactions. This unique story told by the authors is episodic rather than a connected, linear account; it probes, questions and re-examines familiar issues from novel perspectives, and looks ahead. The book is of particular interest to those studying (and teaching) courses with a focus on socio-economic and environmental sustainability, and non-governmental organisations whose work brings them face-to-face with the general public and social enterprises.

Lifelong learning is a key component of innovation and interest in sustainable development by the UN, national governments and NGOs. The authors of this text explore the role of lifelong learning in sustainable development.

The goal of Sustainable Human and Environmental Systems (SHES) education is to prepare students to facilitate social learning in communities that builds knowledge of, capacity for, and commitment to sustainability to facilitate the emergence of sustainable societies. The SHES approach to sustainability education relies on complexity-based systems thinking that transcends disciplinary boundaries. This book provides a comprehensive guide to the SHES approach, including its rationale and theoretical foundation, its pedagogy and practical applications in curricula, and ways to support the approach through institutional administration. This book will be of great interest to academics and students of education, environmental sciences and studies, sustainability and sustainable development, natural resource management, conservation, environmental policy, environmental planning, and related fields in higher education. Educators can use this book as a guide to SHES pedagogy, curriculum design, sustainability, environmental studies, sustainable development, and sustainable well-being. Administrators will find the book useful in establishing, evaluating, staffing, and promoting programs based on the SHES approach.

The profound changes that we are experiencing at the political, environmental, economic, social, and cultural levels of our “postmodern” society pose immense challenges to education. In order to empower students to analyze, reflect, and take action for a sustainable world, the learning and educational process must be experienced in the context of citizenship; that is, it must be designed, planned, and implemented having global sustainability as a framework, thus developing societal awareness, values, and principles. Teaching and Learning Practices That Promote Sustainable Development and Active Citizenship is an essential research book that provides comprehensive research on education as a fundamental factor in empowering citizens to understand and act on the multiple risks and challenges to the sustainability of our society and world. Highlighting a range of critical learning strategies such as global and critical education, development education, and transformational education, among others, this book is ideal for academicians, education professionals, researchers, policymakers, and students.