Exploring today, for a more sustainable tomorrow

This post presents an abstract submitted to the International Conference on Education as a Driver for Sustainable Development Goals organized by the Centre for Environment Education.

Abstract Title:

Exploring today, for a more sustainable tomorrow.

Authors:

Nimesh Ved, Radha Gopalan and Suresh Jones.

Workshop Theme:

SDG 12: Sustainable Consumption and production.

Relevance to the workshop theme:

Critical exploration will include questions which bring out connections between production, consumption and sustainable life on the planet, like:

·        How do we look at ourselves as being a part of the planet rather than apart from the planet?

·        How do we understand that every action has a consequence and we have a responsibility to other living beings on this planet?

·        How do we integrate the interconnectedness of life into our thought and action?

Relevance to conference objectives:

Human lifestyles, especially in the more affluent countries and societies, have put life on this planet at risk. From re-use and thrift being the norm and virtues, we have moved towards a life governed by unlimited consumption. The direction our lives have taken have increased inequity in society on one hand and on the other compromised the resilience of natural systems. Education for sustainable development - therefore - holds the key to a better planet and its people.

Abstract:

The rift between human society and nature today is probably at its widest than ever before in history. On the one hand we have alienated ourselves from nature to the extent that most of us are not aware of where our food and water come from. On the other hand, most discussions on changes in consumption patterns are largely tokenism, and policy makers believe that technology possesses all solutions.

This alienation, to a large extent, is born out of an education system that is factoid, data and information driven, devoid of attention to understanding the interconnectedness that is integral to all life forms on this planet.  Our approaches to addressing the challenges that face the planet therefore are fragmented and primarily technology-driven. This prevents issues of social justice, equity and democracy from being part of the solution to address these challenges.

In India, barring exceptions, education that aims at exploring sustainability appears to have been stuck in one-time efforts and celebrating special occasions. In most cases there appears little connect with reality on the ground. The syllabi focus on a fragmented and reductionist approach rather than on an integrated ecosystems based approach. This leads to a lack of understanding of the idea of interconnectedness and interdependence, and the value of multiple knowledge systems that reside with people. 

There is a dire need to explore, in-depth and critically, how education in India addresses the ideas around sustainability. The questions and clarity which emerge from such an exploration will help develop an integrated and pertinent way forward. This paper will attempt to provide a framework on how this exploration can be done to determine a strategy for a more relevant way forward.

Other abstracts focusing on conservation education.
SCB Asia 2012
AWS 2008