PREFACE BY THE DIRECTOR-GENERAL OF UNESCO
EXECUTIVE SUMMARY
INTRODUCTION
I. WHAT IS ‘SUSTAINABILITY’?
BEHIND THE HEADLINES
Population
Poverty
Environmental degradation
Democracy, human rights and peace
Development
Interdependence
NORTH-SOUTH DIFFERENCES
TOWARDS A DEFINITION OF SUSTAINABILITY
A dynamic balance
An emerging vision
EDUCATION: THE FORCE OF THE FUTURE
II. PUBLIC AWARENESS AND UNDERSTANDING: THE FUEL FOR CHANGE
THE NEED FOR EFFECTIVE COMMUNICATION
CONFRONTING VESTED INTERESTS
COMMUNICATION STRATEGIES
COMPLEX MESSAGES
THE MESSENGERS
REASON FOR OPTIMISM
III. REORIENTING EDUCATION TO SUPPORT SUSTAINABILITY
IMPORTANCE OF BASIC EDUCATION
WHAT CHANGES DOES SUSTAINABILITY REQUIRE?
Curriculum reform
Structural reform
EDUCATIONAL REFORM: A CASE STUDY
REFORM AT DIFFERENT SCALES
CONTRIBUTION OF ENVIRONMENTAL EDUCATION
INTERDISCIPLINARITY
IV. SHIFTING TO SUSTAINABLE LIFESTYLES: CHANGING CONSUMPTION AND PRODUCTION PATTERNS
INDIVIDUAL CHOICES AND LIFESTYLES
COLLECTIVE DECISION-MAKING
V. ETHICS, CULTURE AND EQUITY: SUSTAINABILITY AS A MORAL IMPERATIVE
SOME ETHICAL PRINCIPLES OF SUSTAINABILITY
The ’ethic of time’
Complexity as an ethical issue
Continuity: the ethical link between past, present, and future
CULTURE AND SUSTAINABILITY
TOWARDS A COMMON ETHIC
EDUCATION, ETHICS, AND CHANGE
VI. MOBILIZING FOR ACTION
AN INTERNATIONAL FRAMEWORK FOR ACTION
CHAPTER 36 OF AGENDA 21
ACTION AT THE NATIONAL LEVEL
ACTION AT THE LOCAL LEVEL
BOX 1: WORK PROGRAMME OF THE CSD – EDUCATION, PUBLIC AWARENESS AND TRAINING
BOX 2: EARTH SUMMIT + 5
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