With the UNESCO World Conference on Education for Sustainable Development having just occurred (here you find the so-called Berlin Declaration that was adopted there https://en.unesco.org/sites/default/files/esdfor2030-berlin-declaration-en.pdf), many educators are asking a key question: are we educating for the world we want?
Despite many valuable on-the-ground initiatives, the answer is a clear “no” in the wide-ranging forum The Pedagogy of Transition: Educating for the Future We Want, published earlier this month by the Great Transition Initiative (GTI): https://greattransition.org/gti-forum/pedagogy-transition
The Great Transition Initiative is an online forum of ideas and an international network for the critical exploration of concepts, strategies, and visions for a transition to a future of enriched lives, human solidarity, and a resilient biosphere.
Following an opening paper by Stephen Sterling, Emeritus Professor at the University of Plymouth, twenty-eight panellists – including myself, David Orr, Vandana Singh, Guy Dauncey, Rajesh Tandon, Isabel Rimanoczy, Iveta Silova and Richard Falk – critique the dominant education models in practice today and reflect on what a “pedagogy of transition” aligned with the long transition to a just, ecological, and fulfilling civilization would look like—and what it already looks like in the classroom/lecture hall and beyond.
The forum contributes to growing international debate on the purposes and role of education by offering a powerful and challenging critique of conventional assumptions about education and learning. More importantly, it posits inspiring alternative visions and practicable steps to transformative change that point the way forward.
The macro system is essentially comprising Homo economicus. Few ones who indulge in educational planning and discourses fail to stop themselves jumping out from the tiny micro-environment of the true EfS/ESD agendas.
Thank you Arjen for the GTI Note. Most valuable and valued. John