people and planet

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in responding to environmental challenges is based
on how individuals act, separately and collectively.
Proponents of this view believe that when individuals
gain more knowledge and when behaviour change is
in their self-interest, they start using their power as
consumers and voters to support behaviour compatible
with sustainable outcomes (Tietenberg and Lewis, 2012).
While differing perspectives on the problems lead to a
range of proposed solutions, meeting the Sustainable
Development Goals (SDGs) requires recognizing the need
for cooperation and solidarity, despite contextual and
ideological differences. All people in low and high income
countries have to contribute in their own ways to ensure
environmental
sustainability
for all. Changing
Meeting the SDGs means
the population
that all people in low and pressure faced by
high income countries the world requires
significant emphasis
have to contribute
on improving
in their own ways to life chances and
ensure environmental reducing inequality
between and
sustainability for all
within countries.
Changing how
economies function,
whether through technological innovation or using local
solutions, requires commitment at the national level,
with global and local actors also doing their share. The
most important task is to recognize that revolutionary
changes in lifestyle, not just incremental adjustments,
are required (Senge et al., 2008).
(see Chapter 3). And education not only improves
livelihoods by increasing earnings, but also produces
the literate and skilled workers who are essential to
ensure the technological transformation of economies
and food systems (see Chapter 2).
This section discusses the ways in which education
can influence individual and collective environmental
behaviour through contemporary, traditional and lifelong
approaches to learning: formal education, learning within
communities, media and public awareness campaigns,
and leadership in a wide range of sectors. Also shown is
the need to learn from traditional knowledge systems
and local communities.
CONTEMPORARY APPROACH: LEARNING
THROUGH SCHOOLING
The primary contemporary approach to addressing
environmental challenges via education is through
formal schooling. Education helps students understand
an environmental problem, its consequences and the
types of action required to address it. With improved
environmental and ecological literacy, students are more
inclined to change behaviour affecting environmental
issues. Examples include school-led awareness-raising
campaigns and programmes on recycling, minimizing
litter, conserving energy and improving water, sanitation
and public health. Environmentally literate students are
better equipped to see the links between specific issues
and global environmental change. Formal education
supplies the knowledge, vocabulary and key concepts
required for environmental literacy, as well as the
historical and philosophical background.
TO MEET THESE CHALLENGES,
LEARNING IS ESSENTIAL
Education has a key role to play in addressing
environmental challenges, whether their cause is
believed to be economic or demographic, or global,
national or individual actions. Education can be used
to mitigate specific environmental issues and respond
to their impact, but also to address the behaviour that
causes them.
For example, education, especially of girls and women,
is the single most effective means of curtailing
population growth, by increasing people’s autonomy
over fertility-related decisions and delaying pregnancy
Three main types of relevant education programmes
have been identified since the 19th century – nature
conservation education, environmental education,
and education for sustainable development – each
pointing to the connection between humans and
the planet (Wals, 2012). Each type is associated with
a distinct period and focal area – connecting and
reconnecting people with nature, developing ecological
literacy to change environmental behaviour and
lifestyles, and now capacity-building for sustainable
development and global citizenship (Table 1.2). The trend
shows increased awareness of the direct links between
the environment, lifestyle and livelihoods, and a shift
towards incorporating environmental education into
the formal school curricula through education for
sustainable development.
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CHAPTER 1 | PLANET: ENVIRONMENTAL SUSTAINABILITY