Recently, sustainable development has emerged as a popular agenda in developing environmental education. In this study, I analyze the concepts of intergenerational equality, global economic justice, and the unity of humans and nature, which signify the convergence of rhetoric and ethics in the discourse of sustainable development. Specifically, I examine the conception of moral reciprocity in the framework of social contract theory. I argue that the contract is a moral metaphor intended to stress the importance of moral impartiality as well as human sympathy. It follows that the idea of reciprocal advantages contained in social contract theory is not exclusively related to the pursuit of self-interest and the indeterminacy and contingency of remote future generations cannot justify present generations' moral indifference to the pursuit of intergenerational equality. I point out that while a recognition of global interdependence is central in addressing today's ecological problems, it is essential to foster an awareness of cultural pluralism in examining the ideological roots of development which led to the continuous polarization between developed and developing nations. Accordingly, the pursuit of global economic justice lies within an effort to integrate development education, multicultural education, global education, and environmental education. Furthermore, I examine the Confucian conception of the unity of humans and nature which coincides with a strong this-worldly orientation and might induce the pursuit of economic growth over ecological balance. I argue that the Confucian emphasis on moral cultivation and societal perfectibility may sanction the transformation of the natural environment. Thus, an organic world-view should not be represented as a panacea for all of the world's ecological problems. An effort to explore the educational implications of the unity of human and nature must reckon with the ideological complexity of various religious traditions at the global level. Finally, I conclude that environmental ethics cannot be separated from inter-human ethics. As school education has a significant impact on the cultivation of our moral character, it is important to recognize and respect students as moral agents in the context of environmental education.

A comprehensive introduction to the ethics of sustainability for empowering professionals and practitioners in many different fields By building the framework for balancing technological developments with their social and environmental effects, sustainable practices have grounded the vision of the green movement for the past few decades. Now deeply rooted in the public conscience, sustainability has put its stamp on various institutions and sectors, from national to local governments, from agriculture to tourism, and from manufacturing to resource management. But until now, the technological sector has operated without a cohesive set of sustainability principles to guide its actions. Working Toward Sustainability fills this gap by empowering professionals in various fields with an understanding of the ethical foundations they need to promoting and achieving sustainable development. In addition, Working Toward Sustainability: Offers a comprehensive introduction to the ethics of sustainability for those in the technical fields whether construction, engineering, resource management, the sciences, architecture, or design Supports nine central principles using case studies, exercises, and instructor material Includes illustrations throughout to help bring the concepts to life By demonstrating that sustainable solutions tart with ethical choices, this groundbreaking book helps professionals in virtually every sector and field of endeavor work toward sustainability.

The aim of this book is to support and inspire teachers to contribute to much-needed processes of sustainable development and to develop teaching practices and professional identities that allow them to cope with the specificity of sustainability issues and, in particular, with the teaching challenges related to the ethical and political dimension of environmental and sustainability education. Bringing together recent scholarship on the topic, this book translates state-of-the-art academic research into teaching models, methods and tools. Starting with an outline of the challenge of sustainability, it offers insights and models for understanding the interesting yet ambiguous concept of ‘sustainable development’ and the complex process of transforming society in a more sustainable direction (Part I). It then goes on to provide a guide to preparing courses and lessons as well as tools for reflection about teaching practices and the multiplicity of approaches to addressing ethical and political challenges in sustainable development teaching (Part II). Finally, the book offers useful conceptual frameworks, models and typologies about the concrete design and implementation of sustainable development teaching (Part III). This book will be essential reading for students of education, as well as teachers in compulsory and higher education and sustainability education researchers.

This well-constructed, and highly original, sourcebook integrates educational materials for teaching environmental ethics with theoretical reflections. The book is set to contribute immensely to its aim of taking ethics out of philosophy departments and putting it into the streets, into villages, and on the Earth—to make ethics an everyday activity, not something left to experts and specialists. Context-based activities are presented in almost every chapter. While it acknowledges foundational theories in environmental ethics, and the work that they continue to do, it wholeheartedly embraces a growing body of literature that emphasises contextual, process-oriented, and place-based approaches to ethical reflection, deliberation, and action. It walks on the ground and isn’t afraid to get a little dirty or to seek joy in earthly relationships. And it ultimately breaks with much Western academic tradition by framing “ethics in a storied world”, thus making room to move beyond Euro-American perspectives in environmental issues. This work will be of interest to school teachers and other non-formal and informal educators, teacher educators, college instructors, university professors, and other professionals who wish to bring environmental ethics to the forefront of their pedagogical practices.

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.

This book explores the ethical dimensions surrounding the development of education for sustainable development within schools, and examines these issues through the lens of ethical literacy. The book argues that teaching children to engage with nature is crucial if they are to develop a true understanding of sustainability and climate issues, and claims that sustainability education is much more successful when pupils are treated as moral agents rather than being passive subjects of testing and assessment. The collection brings together a range of fresh and creative perspectives on how issues around ethical literacies can be elaborated and expanded with regard to democratic sustainability education. The use of children ́s books in teaching about sustainability is carefully explored, as are the ethical and aesthetic dimensions of environmental education. Including an afterword by Arjen Wals, Professor of Transformative Learning for Socio-Ecological Sustainability, the book will be of great interest to students and researchers in the field of sustainability education.