REPORT OF UNESCO EXPERT MEETING ON - APCEIU

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Reardon, Betty (1995) Educating for human dignity. Philadelphia: University of Pennsylvania. Reuther, Rosemary Radford (1992) Gaia & God. San Francisco: Harper. Roszak, Theodore, Gomes, Mary E. & Kanner, Allen D. (Eds.) (1995) Ecopsychology. San Francisco: Sierra Club Books. Shiva, Vandana (1997) Biopiracy. Toronto: Between the Lines. Shiva, Vandana (2002 Water Wars. Toronto: Between the Lines. Sivaraksa, Sulak (2001) Religion and World order from a Buddhist Perspective. In Mische, P. & Merkling, M. (Eds) (2001) Toward a Global Civilization?: The Contribution of Religions. New York; Peter Lang. Symonides, Janusz (Ed.) (1998). Human rights: New dimensions and challenges. Dartmouth: Ashgate. Thich Nhat Hanh (1996). Diet for a mindful society. In A. Kotler (Ed.). Engaged Buddhist Reader. pp. 223- 233. Berkeley: Parallax Press. Toh, Swee-Hin & Floresca-Cawagas, Virginia (1991) Peaceful Theory & Practice in Values Education. Quezon City: Phoenix. Toh, Swee-Hin & Cawagas, Virginia (2006) Symposium Recommendations. International Symposium on “Cultivating Wisdom, Harvesting Peace”: Educating for a Culture of Peace through Values, Virtues, and Spirituality of Diverse Cultures, Faiths and Civilizations. Nathan: Multi-Faith Centre, Griffith University. Toh, S. H., Cawagas, V. F., & Durante, O. (1992). Building a peace education program. Peace Education Miniprints No. 38. Malmo: Preparedness for Peace. UNESCO (1995) Our Creative Diversity. Report of the World Commission on Culture and Development. Paris: UNESCO. Worldwatch Institute (2005) State of the World 2005. Washington Dc: Worldwatch Institute. 80
Cultural Diversity and Intercultural Understanding within ESD Social and Cultural Perspectives Of ESD 1 Introduction Joy de Leo President UNESCO APNIEVE Australia This paper seeks to concisely summarise how the social and cultural perspectives of Education for Sustainable Development (ESD) may be addressed in the Asia Pacific region, specifically in relation to intercultural understanding and appreciation of cultural diversity, bearing in mind the objectives of the Experts meeting: 1. to identify and conceptualize the content areas for ESD; 2. to discuss the relationship of ESD with other education initiatives such as Environmental Education (EE, EIU, EFA, UNLD and MDGs); 3. to recommend guidelines for reorienting existing education to address sustainable development, and 4. to plan the organization of the APEID-APCEIU workshop on "Reorienting Teacher Education to Address Sustainability" in September 2006. 2 Content areas for ESD According to the Guidelines and Recommendations for Reorienting Teacher Education to address Sustainability, prepared by the UNESCO Chair, York University Toronto, ESD is more than acquiring knowledge and understanding issues, it is also about developing skills, values and perspectives. This suggests then that any reorientation of teacher education needs to identify what teachers, and ultimately their students, need: • to know and understand; • to do (skills and competencies), and to • develop processes for exploring meaning, to clarify their own and other’s identity, socio-cultural and religious perspectives and world views, through values identification and development (ie learning to be), in order to • learn how to live together equitably, peacefully and sustainably. 81
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Report Expert Meeting on Education
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List of Acronyms and Abbreviations
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Summary of Sessions Session I: Envi
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integrated into an already crowded
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ecognized. This strategy should sim
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inging together existing initiative
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• A mix of well-established centr
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Redefining the General Concept of E
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As well known to all concerned peop
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international organizations and UN
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Chapter 36 of Agenda 21 (1992): (1)
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Table 2 Space-wise Goals of Environ
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References Committee of Ministries
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nature; countries such as China, Ta
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other, this study concentrated upon
Page 31 and 32: social sciences (especially ecologi
Page 33 and 34: Box 1: A Suggested Set of Concepts
Page 35 and 36: (1992: 83) notes on this point that
Page 37 and 38: sustainable development. This invol
Page 39 and 40: Thus, effective changes to classroo
Page 41 and 42: Appendix 1: Summary of Findings Tab
Page 43 and 44: Table 3: Environmental concepts: Re
Page 45 and 46: Table 7: Importance and reliability
Page 47 and 48: Table 12 Actions to improve the env
Page 49 and 50: Environmental and Economic Perspect
Page 51 and 52: However what goes as "environmental
Page 53 and 54: neo-liberal economic orthodoxies be
Page 55 and 56: • Appropriate Development • Con
Page 57 and 58: Notes: (incomplete) 1. Meghnad Deas
Page 59 and 60: ‣ The life style of the wealthier
Page 61 and 62: development. The social, environmen
Page 63 and 64: Interdependence - Aspects and impac
Page 65 and 66: Knowledge of alternatives Knowledge
Page 67 and 68: project is to initiate a process le
Page 69 and 70: In sum, may I suggest that ESD and
Page 71 and 72: Bank, WTO, APEC, and NAFTA). Howeve
Page 73 and 74: willing to shine their light on vio
Page 75 and 76: major challenge for ESD. Finally, i
Page 77 and 78: In the August 2005 UNESCO-supported
Page 79 and 80: commitments, hopes, despairs and dr
Page 81: for International Understanding (AP
Page 85 and 86: The APNIEVE teaching-learning proce
Page 87 and 88: Non discrimination on grounds of so
Page 89 and 90: Reconciliation with Indigenous Peop
Page 91 and 92: Bruntland report defined sustainabl
Page 93 and 94: the constituents of socially sustai
Page 95 and 96: consequential social-political and
Page 97 and 98: more autonomy to manage their own l
Page 99 and 100: Development Group, World Bank 2003:
Page 101 and 102: unappreciated in most countries. Th
Page 103 and 104: also be given due attention. 2 Inte
Page 105 and 106: Discussion Paper 296. Brighton: Ins
Page 107 and 108: Human Rights in Education for Susta
Page 109 and 110: Everyone has an agenda to lobby gov
Page 111 and 112: system. The first phase plan is joi
Page 113 and 114: standards higher than the internati
Page 115 and 116: functional literacy, as well as, in
Page 117 and 118: Rights (UDHR) which provides an ove
Page 119 and 120: Application of human rights concept
Page 121 and 122: sustainable development This framew
Page 123 and 124: Issues Human rights 1. Food and hea
Page 125 and 126: Final note Human rights education i
Page 127 and 128: Behavior and their Relationship to
Page 129 and 130: International Network of Institutio
Page 131 and 132: History of This Project and Documen
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The responses to the surveys showed
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• Undertook research on infusing
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National Workshop on ESD and Teache
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The second outcome is enhanced awar
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National Taiwan Normal University,
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printed on a separate strip of pape
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to reorient education to address su
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References Commission on Sustainabl
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Nuturing Relationships: a Pacific P
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Relationships: a core Pacific value
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to face the same conflicting emphas
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Soon after the launch of the Teache
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peace and sustainable development i
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strong cultural identities, has com
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REFERENCES Curle, A. 1971. Making P
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• revision of the teacher educati
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13. Population and development 14.
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studied in any order to suit the in
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local decisions about term/semester
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Evolving Environmental Education an
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Table 1: Objectives of Environmenta
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It was developed to focus on: (1) s
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II. United Nations Decade for Educa
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III. Evolving Environmental Educati
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ACCU - UNESCO Cooperation for the A
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2006-2007 ACCU-UNESCO Asia-Pacific
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The ACCU-UNESCO Asia-Pacific Innova
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10. SELECTION OF CANDIDATE PROJECTS
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demonstrate the following features:
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2006-2010 ACCU- UNESCO Asia-Pacific
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Pacific Regional level, and efforts
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Education Division Asia/Pacific Cul
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in peace and equity, cultural diver
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war has been followed by new inter-
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• Strengthen national and regiona
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Member States to promote EIU; 3) Di
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• 1 st TTW, July10-13, 2001, in I
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Linkage with UNESCO Institutions/ S
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opportunities to revisit EIU and ES
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published this year in the fellows
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the Consultation on Developing EIU
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-Capacity building: From the perspe
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(a) Learning Outcomes Matrix- Child
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• Is aware of the trainees’ bac
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• What expectations do authoritie
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•Works from the heart •Is enthu
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• Strengthen partnership and netw
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UNESCO Expert Meeting on Education
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7. Mr. Jefferson R. Plantilla Asia-
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REPORT OF UNESCO EXPERT MEETING ON - APCEIU

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