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Publications
Griffith University and the Department of the Environment, Sport & Territories, 1997
Hilary Macleod
Queensland Department of Education
Australia
This workshop analyses the concept of Ecologically Sustainable Development (ESD). Since the inception of the concept of ESD, it has found its way into the language and onto the agendas of many government and non-government organisations around the world. Much has been written in academic terms about ESD and the need to integrate ecological and economic principles into personal and public decision-making. However, there is also a need to consider what the concept means, in practice, for the education sector. Even the seminal document on the subject - Our Common Future (the Brundtland Report) - omits to make a clear statement on how the education system could address ESD. This workshop puts forward the case for an 'education for' approach that promotes the values and actions that make ESD feasible.
The workshop provides participants with opportunities to:
An introduction to the structure of the workshop.
An 'icebreaker' involving a 'physical' values continuum. The activity also divides participants into groups for a later activity.
Background information about the concept of ESD.
A values exploration and clarification exercise in small groups. Alternative meanings of sustainable development and the values underlying them are analysed.
A mini-lecture which gives the rationale for ESD followed by small group work to plan teaching units using 'circus' strategy.
Overhead Transparency Masters
OHT 1: Proverb
OHT 2: Overview
OHT 3: Principles of ESD
OHT 4: Education for Ecologically Sustainable Development
Resources
Resource 1: Sustainable Development Statement Cards
Resource 2: What is Ecologically Sustainable Development?
Resource 3: Values Continua
Resource 4: Aspects of Sustainability
Resource 5: Aspects of Development
Resource 6: Sources of ESD Definitions
Resource 7: Unit Planner
Resource 8: Key ESD Issues
Readings
Reading 1: Nature of Ecologically Sustainable Development
Reading 2: Why Education for Ecologically Sustainable Development?
Activity 2: 2 sheets of chart paper.
Activity 4: The sustainable development definitions on Resource 1 need to be photocopied and cut up (and perhaps mounted on card) so that there is a set for each group. Coloured pens for each group.
Beder, S. (1993) The Nature of Sustainable Development, Scribe Australia, Sydney.
Fien, J. (ed.) (1993) Environmental Education: A Pathway to Sustainability, Deakin University Press, Geelong.
IUCN, UNEP and WWF (1991) Caring For The Earth: A Strategy for Sustainable Living, IUCN, Gland, Switzerland.
Macleod, H. (1992) Teaching for Ecologically Sustainable Development, Queensland Department of Education, Brisbane.
Malcolm, S. (1992) Education for Ecologically Sustainable Development - An Issues Paper, Occasional Paper No. 1, VAEE/AAEE.
Orr, D. (1992) Ecological Literacy: Education and the Transition to a Postmodern World, State University of New York Press, Albany.
Paden, M. (ed.) (1992) Teachers Guide to World Resources 1992-93, World Resources Institute, Washington.
UNESCO (1992) Reshaping Education Towards Sustainable Development.
World Commission on Environment and Development (1987) Our Common Future, Oxford University Press, Oxford.
WWF (1987) Only One Earth, WWF (UK), Godalming.
This workshop utilises activities from the teaching resource, Teaching for Ecologically Sustainable Development: Guidelines for Years 11 - 12 Geography, which has been published by the Department of Education, Queensland, Australia. In particular, OHT 4 and Resources 1-6 come from this source.
This activity is used to highlight the values-centred nature of the concept of ESD.
Present an introduction to the concept of 'ecologically sustainable development' and the issues which accompany it.
Information for a mini-lecture may be drawn from Reading 1.
OHT 3 may also be used at this point.
In 1987 the World Commission on Environment and Development (1987, p. 43) described the concept of sustainable development as:
... development that meets the needs of the present without compromising the ability of future generations to meet their own needs.
Since then this broad definition has been taken up by a number of groups and interpreted in a variety of ways. There are now well over 160 definitions of the term 'sustainable development' and, though some are variations on a theme, many reflect basic differences in values. It is important that participants recognise that there is no consensus on what ESD means in practice. Therefore, this activity is designed to expose them to a selection of statements made about sustainable development and to assist them to look closely at the values underlying those statements.
Preparation
NOTE: Statement Cards 3, 6, 10 and 13 are especially essential to be included.
Instructions
Debriefing
A. Mini lecture
Information for the mini-lecture may be taken from Reading 2.
OHT 4 may be used at this point.
B. Unit Planning Exercise
If you are thinking a year ahead, sow seed
If you are thinking ten years ahead, plant a tree
If you are thinking a hundred years ahead, educate the people
Chinese poet Kuan Tzu 500 BC
1. Overview
2. Where do you stand?
3. The great ESD debate!
4. What is ESD?
5. Why teach for ESD?
Source: Hare, W. L. (ed.) (1990) Ecological Sustainable Development: A Submission, ACF, Greenpeace (Australia), Wilderness Society and WWF, Melbourne.
Source: Macleod, H. (1992) Teaching for Ecologically Sustainable Development, Department of Education, Brisbane, p. 2.
Aims to:
Source: Macleod, H. (1992) Teaching for Ecologically Sustainable Development, Queensland Department of Education, Brisbane, pp. 29-30.
Source: Macleod, H. (1992) Teaching for Ecologically Sustainable Development, Queensland Department of Education, Brisbane, p. 27.
1. Place the Statement Cards face down on the table.
2. Take it in turns to select a card and read it to the rest of the group. Refer to Resources 4 and 5. Discuss and answer the following questions for each statement:
(a) Which of the aspects of sustainability does the author favour?
(b) Which of the aspects of development does the author favour?
(c) Are there any contradictory statements made by this author?
(d) Who do you think made this statement? (Was it a politician, a member of an industrial group, a scientist, an economist or an environmentalist?)
3. Now look again at statement numbers 3, 6, 10 and 13. Mark on the values continua (Resource 3) where you think each of these statements should be by putting the number of the statement at the appropriate spot.
4. Join each of the numbers with a different coloured pen. Is there any common pattern? What can you say about the different values that are behind these statements?
5. What do you think 'ecologically sustainable development' means? Try to write your own statement, including in it the main elements of ecologically sustainable development, and be prepared to discuss the importance of these elements.
Source: Macleod, H. (1992) Teaching for Ecologically Sustainable Development,Queensland Department of Education, Brisbane, p. 27.
Supports the preservation of the natural environment
Encourages the exploitation of the natural environment for human needs
Supports zero economic growth
Supports fairness between all species for the present generation (intragenerational equity)
Supports fairness for future generations (intergenerational equity)
Supports high economic growth
Does not support intragenerational equity
Does not support intergenerational equity
Source: Macleod, H. (1992) Teaching for Ecologically Sustainable Development,Queensland Department of Education, Brisbane, p. 28.
Although a complete definition of sustainability would include all of the following aspects, some definitions may only include one or two.
1. Economic Sustainability
Economic sustainability means that development is economically efficient and that the benefits of such development are distributed between generations. Economic efficiency means that processes and projects undertaken must give the greatest output per unit of input.
2. Social Sustainability
Social sustainability requires that development not cause social conflict. In practice this means that development should increase people's control over their lives - that all social groups should have the opportunity to participate in decision making.
3. Cultural Sustainability
Cultural sustainability requires that any development should take into account the values of the people affected by it. In addition, the range of cultural groups should be maintained and encouraged, and the value of their heritage and traditions recognised.
4. Ecological Sustainability
Ecological sustainability means that development should take into account the maintenance of ecological processes, biological diversity and biological resources. To achieve this, our society needs to recognise that the survival and well-being of other species are also important.
Source: Macleod, H. (1992) Teaching for Ecologically Sustainable Development,Queensland Department of Education, Brisbane, p. 28.
The word 'development' literally means a process of change. But what is it we are trying to change? Here are some ideas:
Source: Macleod, H. (1992) Teaching for Ecologically Sustainable Development,Queensland Department of Education, Brisbane, pp. 31-32.
The statements on sustainable development (Resource 1) have been adapted from the following sources:
Statement 1:
Prof. Ralph Slatyer (former Science Adviser to the Australian Prime Minister), quoted in L. Zarsky (1990) Sustainable Development: Challenges for Australia, AGPS, Canberra.
Statement 2:
Australian International Development Assistance Bureau (1989) Development Dictionary: A Glossary of Aid and Development Terms, AGPS, Canberra. [AIDAB is an official government aid agency that is part of the Department of Foreign Affairs and Trade. It is responsible for administering Australia's overseas aid program.]
Statement 3:
Ian Lowe (1990) Sustainable Development: How Do We Get There?, Australian Society, June, No. 5. [Associate Professor Ian Lowe is the Director of the Science Policy Research Centre attached to the Facultyof Science and Technology at Griffith University, Australia, and is a former Director of the Commission for the Future.]
Statement 4:
World Commission on Environment and Development (1987) Our Common Future, Oxford University Press, Oxford. [The WCED was an independent international body consisting of twenty-three commissioners, including prominent political figures and leaders in environment and development.]
Statement 5:
Robert Repetto (1986)World Enough and Time, Yale University Press, New Haven. [A North American economist]
Statement 6:
Robert Goodland and G. Ledoc (1987) Neoclassical economics and principles of sustainable development, Ecological Modelling, 38. [At the time of writing, Goodland and Ledoc worked for Environmental and Scientific Affairs, Projects Policy Department, World Bank, Washington, DC.]
Statement 7:
Robert Allen (1980) How to Save the World, Kogan Page, London, p. 23.
Statement 8:
James Coomer (1979) The Nature of the Quest for a Sustainable Society, in J. Coomer, ed., Quest for a Sustainable Society, Pergamon Press, Oxford.
Statement 9:
British Prime Minister Margaret Thatcher, Speech to the Royal Society, UK, 27th September 1988.
Statement 10:
The Commission for the Future (1990) A Sustainable Future for Australia, in Our Common Future, Australian Edition, edited by Stephen Dovers, p. 25. [The Commission for the Future was established by the Australian Commonwealth Government to encourage Australians to become involved in the economic and social opportunities made possible by scientific and technological development. Their function is to explain the social impacts of science and technology and to foster the development of an innovative, productive culture.]
Statement 11:
Canadian University Services Overseas, Here to Stay: A Resource Kit on Environmentally Sustainable Development (publication date unknown). [CUSO is an international development agency based in Canada. The organisation works to promote understanding and action on international development issues and to foster relationships of support between Canadian and overseas groups working for social change.]
Statement 12:
John Woodley (1990) Summary of the Australian Democrats Policy Statement, in Queensland Action for World Development Newsletter, No.3, May. [John Woodley is a Uniting Church Minister and Senator for the Australian Democrats in the Australian Parliament.]
Statement 13:
Barry Rowe (1990) Australian (Commonwealth Government) Minister for Agriculture and Rural Affairs, AAP News Bulletin, 6th September.
Statement 14:
Australian Commonwealth Government (1990) Ecologically Sustainable Development: A Commonwealth Discussion Paper, June.
Statement 15:
Gordon Conway and Edward Barbier (1988) After the Green Revolution: Sustainable and Equitable Agricultural Development, Futures, 20 (6), p. 653. [At the time of writing Gordon Conway was the Director and Edward Barbier the Associate Director of the Sustainable Agricultural Program at the International Institute for Environment and Development attached to the London Environmental Economics Centre, UK.]
Statement 16:
Australian Conservation Foundation, Greenpeace (Australia), The Wilderness Society and World Wide Fund for Nature (1990) Ecologically Sustainable Development, ACF, Fitzroy.
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Source: Adapted from WCED (1987) Our Common Future, Oxford University Press, New York.
Source: Macleod, H. (1992) Teaching for Ecologically Sustainable Development, Queensland Department of Education, Brisbane, p. 1-3 (coloured insert).
The term 'sustainable development' was originally used by the World Commission on Environment and Development (WCED) in a report published in 1987 entitled Our Common Future. The aim of this report, also known as the Brundtland Report after the Chair of the Commission and former Prime Minister of Norway, Gro Harlem Brundtland, was to examine the environmental and developmental problems of the world and to suggest practical ways to alleviate them. In particular, the WCED outlined three general objectives:
(WCED, 1987, pp. 3-4)
The report was the culmination of three years of public hearings and over five hundred written submissions, and the analysis of this material by commissioners from twenty-one countries. The final report was submitted to the United Nations General Assembly at its 42nd Session in 1987.
Key Issues
In order to examine the global situation the WCED identified eight key issues:
Analysis of the Evidence
One of the most important outcomes of the report was that it changed the thinking of many of the commissioners involved. The evidence collected indicated quite clearly that the 'either environment or development' debate was inappropriate and that environmental and economic issues are interconnected. The WCED's resulting analysis concluded that:
Environment and development are not separate challenges. Development cannot subsist on a deteriorating environmental resource base; the environment cannot be protected when growth leaves out of account the costs of environmental destruction. These problems cannot be treated separately by fragmented institutions and policies. They are linked in a complex system of cause and effect.
(WCED, 1987, p. 37)
The WCED therefore argued for an approach to development that would take into account the relationship between environmental and developmental issues. The WCED referred to 'sustainable development', which it defined as:
development that meets the needs of the present without compromising the ability of future generations to meet their own needs
(WCED 1987, p. 43)
However, the WCED maintained that sustainable development was not likely to be achieved unless two factors contributing to the present inequitable and therefore unsustainable structures of the world were addressed.
The first of these - poverty - was recognised to be both a major cause and an effect of global environmental problems. The cycle of poverty forces the poor countries to grow unsuitable cash crops for export and to overexploit marginal lands, which in turn leads to increased degradation of the environment and deepening poverty.
The second of these factors - the global population growth rate - is more complex. Certainly the exponential growth rate of the world's population cannot be sustained by the finite resources of the world. It would be easy to conclude that the burgeoning populations of the Third World bear the major responsibility for environmental degradation and that checking their population growth would solve the most serious environmental problems. However, this is to ignore the fact of unequal distribution of resources. It has long been recognised that the statement 'hunger is caused by overpopulation' is a myth. At present there is enough food for everyone, but the rich industrialised nations consume more than their fair share. Feeding the rich nations has meant that in many countries the poor have lost the land from which they fed themselves and at the same time the means to buy food elsewhere.
The WCED's answer to these problems is renewed and vigorous economic growth. It is this statement that has been the source of most controversy. The present economic system is deemed by many to be the origin of the unequal and unsustainable world order in the first place. The WCED does, however, go on to qualify its call for economic growth by emphasising the need for qualitative rather than quantitative growth, and growth that is shared equally by all. Nonetheless, the WCED's challenge to produce a redefinition of growth has not been made clear. It has resulted in much confusion about what ecologically sustainable development means in practice.
Conclusions
The WCED not only outlined specific recommendations to address the key issues but also set out the means necessary to achieve sustainable development policies:
In practical terms, these objectives could be achieved by developing:
(WCED, 1987, p. 65)
Implications for Public Policy
For policy makers, the clear message of the Brundtland Report is that the problems we face are largely a result of the fragmented nature of the government system(s). In these governments, those who are responsible for environmental concerns are separated from those with responsibility for developmental concerns. However, the WCED's report has demonstrated that environmental problems are inextricably linked with poor development, and development cannot continue indefinitely with depleted environmental resources. Evidently the goal of ecologically sustainable development requires that ecological principles be included with economic principles on the policy agenda of all countries.
In l991, the Australian Government released the discussion paper Ecologically Sustainable Development. The paper outlined five general principles as the key elements of ecologically sustainable development: ·
(AGPS, 1990, p. 2)
The document's 199 clauses include detail as to how these principles might be applied to general policy and in the main industry sectors (agriculture, forestry, fishing, mining, energy, manufacturing, transport and tourism).
The Government's discussion paper has been criticised to some extent by some prominent environmental groups in a joint submission also called Ecologically Sustainable Development. The groups comprised the Australian Conservation Foundation, Greenpeace, the Wilderness Society and World Wide Fund for Nature. The submission argued that the principles are inadequate because they:
Despite these criticisms, the environmental groups, with the exception of the Wilderness Society* agreed to be involved in the nine working parties set up after distribution of a discussion paper to address key industrial issues. These working parties included representatives from government, science, the community, industry and trade unions. The groups' reports were publicly released on 2 December 1991. Since then Government groups have been working towards a framework strategy to be considered in May 1992.
* After the introduction of the Resource Security Legislation by the Federal Government in March 1991, Greenpeace (Australia) withdrew from the process.
Source: Adapted from Macleod, H. (1992) Teaching for Ecologically Sustainable Development, Queensland Department of Education, Brisbane, pp. 1-2.
In recent years the general community has become increasingly aware of the adverse environmental and social effects of our contemporary lifestyles. The 'greenhouse effect' and 'ozone hole' are high-profile issues that receive a great deal of attention. However, there are other pressing environmental and social problems, such as pollution (in all its forms), soil degradation, resource depletion, the loss of biological diversity through species destruction, unemployment, poverty and famine. These problems all indicate that our prevailing lifestyles are unsustainable. They combine to present us with a crisis that is global in its dimensions and without precedent in history. The philosophy of ecologically sustainable development (ESD) is a response to this crisis. It is a philosophy that seeks to integrate the ecological and economic principles that govern our lives.
However, there appears to be little consensus about what ESD means in practice. Until now the discussion has tended to revolve around the 'growth versus no growth' debate. There are those who argue for zero or negative economic growth on the grounds that high economic growth has created the environmental problems. On the other hand, there are those who would contend that zero or negative economic growth would create extreme hardship for most of the world's poor. Such a debate is misleading, because what we really need is to work towards a qualitative change in the nature of development - development that is measured by qualitative rather than quantitative indicators. This redefinition of 'development' should form the basis of ESD.
The acceptance of the concept of ESD on the political agenda (at local, national and global levels) reflects current trends toward integrated, long-term planning and decision making. Such trends can also be identified in education. However, the concept has particular importance for students and teachers of Senior Geography because it springs from a consideration of the same process that is fundamental to the study of geography: the interaction between people and the environment. Moreover, because most of today's decision makers will be dead before the full impact of the global environmental crisis is felt, young voters and future decision makers should be encouraged to think and act in holistic and far-sighted ways.
In the forward of the report by the World Commission on Environment and Development (WCED), Gro Harlem Brundtland states that:
... our message is directed towards young people. whose well-being is the ultimate goal of all environment and development policies. In particular, the Commission is addressing the young. The world's teachers will have a crucial role to play in bringing this report to them.
(WCED, 1987)
Although the Chair of the WCED mentioned the importance of the role of educators and youth in the report, there were no clear statements or recommendations made about the direction that education for ecologically sustainable development (ESD) should take. In fact a notable omission from the list of recommendations on pages 2 and 3 of Our Common Future is a statement regarding the education system.
While it is essential that the present generation of policy makers be educated about Ecologically Sustainable Development and its implications, the achievement of long-term success is clearly in the hands of future generations. Thus education for ESD should strive to:
