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From this, we can learn that in order to slow down and adapt to climate change, a revolutionary approach that can affect society overall is crucial. This will need to go beyond the current understandings on scientific explanations related to the processes of climate change, which can affect society as a whole. And from this, we can learn about the close connection between education on climate change and ESD, for it is impossible to understand the process and solutions of climate change without a systematic understanding of the overall system of the Earth and its complexity and inter-relationship (UNESCO, 2009b). Mayer, an Italian educator, stresses the above-mentioned importance of education in this context (2007). She states that education connects us with the community, nation and the world; it’s much like a spider web in the context of society, economy, environment and culture and that the current unsustainable society must change by means of ESD (see [Figure 1]). In order to carry out such a role, ESD must essentially be transformative, must break away from traditional thoughts and reach out to connect everything. Thus, not only simple behaviors but a vision for the world and the future must be dealt with. [Figure 1] Education that Connects Us with the World (Mayer, 2007) However, ESD does not need “catastrophism” as is often thought. Moreover, it should not put the burden of the current global situation on the shoulders of the learners. It is, as Sleur & Affolter (2009) have assessed, an understanding of the complexity related to the issue, a critical system thinking approach, and a vision for the future needs to be provided to those students. System thinking is the key in ESD because whether its subject or category is society, a school or the Earth, it is each a single system. In order to understand the various social, economic, environmental and cultural aspects of the issues, a consideration from an overall systematic view is
inevitable. Essentials of system thinking are the patterns from the parts to the whole, from objects to relationships, from structures to processes, from objective knowledge to contextual knowledge (Capra, 1996); and this coincide with ESD. Such system thinking has been highlighted in a number of ESD Documents. UNESCO, in 2009, published a mid-term review on the context and structure of DESD in order to examine the progressive outcomes of DESD (UNESCO, 2009c). The UNESCO Monitoring and Evaluation Expert Group (MEEG), which took part in preparing this review, points out the enhancements mirrored worldwide as a result of ESD. Below are the points. Future thinking, Critical reflective thinking, Understanding complexity and system thinking, Participation in democratic decision-making Planning and managing changes, Decision-making under uncertain circumstances, Understanding of relationships between the fields, Application of learning in various contexts, Responsible action regionally/globally, Understanding stakeholders and their interests Construction of consensus, Negotiation to cope with crisis/danger, Respect for others, Ability to understand/elucidate values - Competencies emphasized in the Review of Contexts and Structures for Education for Sustainable Development Learning for a sustainable world (UNESCO, 2009c) Among these, future thinking, critical reflective thinking, system thinking and participation are often emphasized as the key competencies of ESD. The DESD review also examines themes that are emphasized within the boundaries of ESD. As a result, traditional environmental issues such as health, water, maintainment of natural resources (water, soil, mineral, fossil fuel), decrease of biodiversity has been greatly highlighted, while issues such as the Millennium Development Goals (MDGs), natural disasters, corporate social responsibilities still remain weak. Moreover, socio-cultural themes such as peace, citizenship, ethics, equality, poverty, cultural diversity are more emphasized in poverty stricken communities/countries.
Page 5 and 6: New Approaches to New Futures: Coll
Page 7 and 8: FOREWORD Taeck-soo CHUN, Ph.D. Secr
Page 9 and 10: APPLICATION OF ESD CONCEPT IN SCHOO
Page 11 and 12: Entering into the 21 st century, we
Page 13 and 14: INTRODUCTION
Page 15 and 16: Milestones of ESD 1987 ● Report o
Page 17 and 18: compiling high-quality papers from
Page 19 and 20: EXPANDING SUSTAINABLE THINKING THRO
Page 21 and 22: I. Introduction Despite efforts to
Page 23 and 24: for sustainable development, named
Page 25 and 26: economic system properly operate. T
Page 27 and 28: However, the focus of the “Enviro
Page 29 and 30: Furthermore, with the advent of the
Page 31 and 32: and cultural challenges facing toda
Page 33 and 34: 2. Expanding the External Values of
Page 35 and 36: changed educational environment. Ar
Page 37 and 38: acquisition. 12 Based on these unde
Page 39 and 40: References Kwon, Hyeok-gill (2006).
Page 41 and 42: cation/efa/ed_for_all/dakfram_eng.s
Page 43 and 44: Sun-kyung LEE Associate Professor,
Page 45: Thus, this paper aims to emphasize
Page 49 and 50: e used for thematic or interdiscipl
Page 51 and 52: ESD into various aspects of educati
Page 53 and 54: IV. Teaching-Learning Strategies fo
Page 55 and 56: Service Learning may focus on stude
Page 57 and 58: References Breiting, S., Mayer, M.
Page 59 and 60: Steiner, R. & Rauch, F. (2009). Com
Page 61 and 62: Mi-sug JIN Senior Fellow, Korea Res
Page 63 and 64: form a green growth society. Howeve
Page 65 and 66: specific problems such as depletion
Page 67 and 68: of the concept of green talents, I
Page 69 and 70: centered to an integrated system th
Page 71 and 72: of green education programs should
Page 73 and 74: 3. Creativity, Education and Green
Page 75 and 76: c. Green Schools Regarding green ta
Page 77 and 78: including the government, teachers,
Page 79 and 80: UNEP (2008). Green Jobs: Towards De
Page 81 and 82: Dong-wook LEE Deputy Research Direc
Page 83 and 84: organizations and governments as we
Page 85 and 86: countries. It has been known for a
Page 87 and 88: IV. ICT Utilization in Business and
Page 89 and 90: [Figure 1] SK Telecom’s Social Co
Page 91 and 92: • AMOS Business Model [Figure 3]
Page 93 and 94: CONSERVATION AND LOCAL DEVELOPMENT
Page 95 and 96: 1. Background Since the adoption of
Page 97 and 98:
2) A Space Dividing the Socio-Cultu
Page 99 and 100:
[Table 1] Policy Directions and Maj
Page 101 and 102:
The application of an ESD program f
Page 103 and 104:
This case study, which provides a d
Page 105 and 106:
Water Resources Cooperation is cond
Page 107 and 108:
Yeoncheon-gun government Promote th
Page 109 and 110:
References Gyeonggi Province (2010)
Page 111 and 112:
Jung-ki CHO Curriculum Coordinator,
Page 113 and 114:
The DESD at a glance explains peace
Page 115 and 116:
North’s regime, the strained rela
Page 117 and 118:
easonable to think that the North i
Page 119 and 120:
such as worsening and entrenching g
Page 121 and 122:
paper only deals with passive forms
Page 123 and 124:
Therefore, education for understand
Page 125 and 126:
etween the two countries and to fin
Page 127 and 128:
References Cho, Jung-ki (2010). “
Page 129 and 130:
DEVELOPING AN EDUCATION STRATEGY BA
Page 131 and 132:
I. Relationship between Global Citi
Page 133 and 134:
esearch categorized the universal e
Page 135 and 136:
III. Korea’s Distinctiveness in G
Page 137 and 138:
3. Pending Issues for Implementing
Page 139 and 140:
seems like the most effective appro
Page 141 and 142:
References Kang, Soon-won (2000). P
Page 143 and 144:
ADVENT OF A MULTICULTURAL SOCIETY A
Page 145 and 146:
1. Introduction As mobility of info
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migrants assert the right to reunit
Page 149 and 150:
3 rd stage: settlement stage to a m
Page 151 and 152:
[Table 2] Phenomenon Anticipated in
Page 153 and 154:
on the Korean language and Korean c
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eveal and reproduce their unique cu
Page 157 and 158:
4. Schemes for Constructing Governa
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problems that can occur in the proc
Page 161 and 162:
[Table 4] Components of Multicultur
Page 163 and 164:
[Figure 1] Objectives and Strategie
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education in the sense that they bo
Page 167 and 168:
Joo-hoon KIM 40 Senior Research Fel
Page 169 and 170:
newly adopted “environment and gr
Page 171 and 172:
The density of carbon dioxide, whic
Page 173 and 174:
[Figure 3] World Population In 2000
Page 175 and 176:
of the population lived in urban ar
Page 177 and 178:
2. Definition of Sustainable Develo
Page 179 and 180:
Under such circumstances, green gro
Page 181 and 182:
Based on the above-mentioned arrang
Page 183 and 184:
If we are to make sustainable devel
Page 185 and 186:
in our every deed in every sector i
Page 187 and 188:
[Figure 5] Structure of Contents on
Page 189 and 190:
contribute to achieving high living
Page 191 and 192:
Evaluation • Emphasis on balanced
Page 193 and 194:
Biological environment Types and us
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must try to link it with real life
Page 197 and 198:
ESD AND TECHNICAL PROFESSIONALS IN
Page 199 and 200:
I. Introduction: ESD and the Transi
Page 201 and 202:
[Figure 1] Number of Direct and Ind
Page 203 and 204:
2) Challenges According to an exper
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important for Korea - whose relianc
Page 207 and 208:
Hydrogen production (Hydrogen produ
Page 209 and 210:
Balance of Plan (BOP) is a device t
Page 211 and 212:
under-graduate level is questionabl
Page 213 and 214:
The importance of training professi
Page 215 and 216:
future technological demands. Based
Page 217 and 218:
Schmidt, Susanne Liane, Olga Striet
Page 219 and 220:
Yeon-hee JUNG Manager of Educationa
Page 221 and 222:
Eun-jin PARK Research Fellow, Gyeon
Page 223:
Joo-hoon KIM Senior Research Fellow
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