Key issues in sustainable development and learning : a critical review / edited by William Scott and Stephen Gough ; with a foreword by Sir Neil Chalmers.

Includes bibliographical references (p. [255]-267) and index.

Introduction 1
1 Framing the issues: complexity, uncertainty, risk
and necessity 4
Reading 1.1 Divided we stand: redefining politics, technology and
social choice 4
M. SCHWARZ AND M. THOMPSON
Reading 1.2 Risk society: towards a new modernity 10
U. BECK
Vignette 1.1 Complicating theory with life ... 17
M. REDCLIFT
Vignette 1.2 Environment constructed: perspectives from the south 19
L. LE GRANGE
2 The policy context 22
Reading 2.1 Agenda 21: chapter 36 22
UNITED NATIONS
Reading 2.2 Lifelong learning for all 30
ORGANISATION FOR ECONOMIC CO-OPERATION
AND DEVELOPMENT
Vignette 2.1 Education for sustainability 33
T. O'RIORDAN
Vignette 2.2 Lifelong learning 38
J. FIEN AND G. LOPEZ OSPINA
3 Language and meaning 41
Reading 3.1 Who drew the sky? Conflicting assumptions in
environmental education 41
A.W.G. STABLES
Reading 3.2 Environment and development: the story of a
dangerous liaison 44
W. SACHS
Vignette 3.1 Ecology, education and modernity: nature as a
self-regulating machine 50
M. PETERS
Vignette 3.2 The contact zone. Whose nature? Whose sustainability? 52
R. SOETAERT AND A. MOTTART
4 Lifelong learning: making the linkages 57
Reading 4.1 The curriculum experiment: meeting the challenge of
social change 57
J. ELLIOTT
Reading 4.2 Organizational learning II: theory, method and practice 63
C. ARGYRIS AND D.A. SCHON
Vignette 4.1 The learning of ecology, or the ecology of learning? 68
S. STERLING
Vignette 4.2 Lifelong learning: making the linkages 71
M. STRAIN
5 Humans and nature: tensions and interdependence 74
Reading 5.1 Deep ecology: living as if nature mattered 74
B. DEVALL AND G. SESSIONS
Reading 5.2 The Chicago gangster theory of life: nature's debt
to society 78
A. ROSS
Vignette 5.1 Ecologism: key to spiritual richness, or lever of
oppression? 86
R.D. NORTH
Vignette 5.2 Humans and Nature: tensions and interdependence 89
T.W. LUKE
6 Theory and practice: ideology and philosophy 93
Reading 6.1 Education for the environment: critical curriculum
theorising and environmental education 93
J, FIEN
Reading 6.2 Curriculum development and sustainable development:
practices, institutions and literacies 100
S.R. GOUGH AND W.A.H. SCOTT
Vignette 6.1 Framing change as a dialectic: direction only matters
if you know where you want to go 108
P. HART
Vignette 6.2 Sustainability and the implicit curriculum 111
J. FOSTER
7 Management of learning: issues in curriculum design 113
Reading 7.1 The curriculum of the future: from the 'new sociology
of education' to a critical theory of learning 113
M.D.F. YOUNG
Reading 7.2 Complexity in environmental education 120
E. GONZALES-GAUDIANO
Vignette 7.1 Sustaining democracy and uncertainty in the learning
society 127
J. QUICKE
Vignette 7.2 Managing learning in the real world 130
.. SMYTH
8 Curriculum and pedagogy 133
Reading 8.1 Why I don't want my children educated for sustainable
development 133
B. JICKLING
Reading 8.2 Evolving towards education for sustainable development:
an international perspective 137
C. HOPKINS, J. DAMLAMIAN AND G. LOPEZ OSPINA
Vignette 8.1 Sustainable development in education: consensus as an
ethical issue 145
L. SAUVE
Vignette 8.2 Lifespan learning for sustainable education 147
J.E. HEIMLICH
Vignette 8.3 Education for sustainability: a regulative idea and
trigger for innovation 149
F. RAUCH
9 Measuring learning: aspects of assessment 152
Reading 9.1 Changing learner behavior through environmental
education 152
H. HUNGERFORD AND T. VOLK
Reading 9.2 Alternative perspectives in environmental education
research: paradigm of critical reflective inquiry 156
P. HART
Vignette 9.1 Life's rich tapestry 161
A. REID
Vignette 9.2 Assessing action competence? 164
B. BRUUN JENSEN AND K. SCHNACK
10 Measuring effectiveness: monitoring and evaluation 167
Reading 10.1 Evaluating environmental education 167
H. STOKKING, L, VAN AERT, W. MEIJBERG
AND A. KASKENS
Reading 10.2 Education and conservation: an evaluation of the
contributions of education programmes to conservation
within the WWF network 171
WORLD WILDLIFE FUND
Vignette 10.1 Learning about learning 176
J. BRAUS
Vignette 10.2 Evaluating environmental education: the meaning of
standardisation and the language of instrumentalism 179
A.E.J. WALS
11 Building capacity: developing agency 182
Reading 11.1 Our common future 182
WORLD COMMISSION ON ENVIRONMENT AND
DEVELOPMENT
Reading 11.2 Inquiry and change: the troubled attempt to understand
and shape society 193
C.E. LINDBLOM
Vignette 11.1 Challenging formulaic approaches to environmental
thinking 200
C.A. BOWERS
Vignette 11.2 Building capacity, developing agency: women don't
play xylophones 202
B. GOLDER
Vignette 11.3 Developing agency - building capacity 205
M. SINGH
12 Economic behaviour: value and values 208
Reading 12.1 Coevolutionary agricultural development 208
R.B. NORGAARD
Reading 12.2 Founders in environmental education 215
A. GREENALL GOUGH
Vignette 12.1 Frameworks and metaphors for sustainability: the tensions
between cultural change and educational practice 219
H. HASTE
Vignette 12.2 Economic behaviour: value and values 222
A. DOBSON
13 Globalization and fragmentation: science and self 225
Reading 13.1 Capitalism and social progress: the future of society in
a global economy 225
P. BROWN AND H. LAUDER
Reading 13.2 Educating beyond violent futures 232
F. HUTCHINSON
Vignette 13.1 Living in a material world 236
N. GOUGH
Vignette 13.2 Collective knowledge and the creative imagination in
a globalised world 240
D.E. CLOVER
14 What happens next? 243
Reading 14.1 Johannesburg Summit 2002: key commitments, targets
and timetables from the Johannesburg Plan of
Implementation 243
UNITED NATIONS
Reading 14.2 Sustaining the poor's development 249
THE ECONOMIST

The Primer and this accompanying Book of Readings will explore the role of lifelong learning in sustainable development. They can be used individually or in groups, and will share a common structure so that they can be used in tandem. The Primer will contextualize and provide a comprehensive overview of the developing key issues in the field. Following the same structure as the Primer, the Book of Readings will deepen and broaden readers' understandings of the issues by a selection of seminal writings and invited contemporary commentaries from key authors in the field.