We agree with David Orr (2005) that “all education is environmental education… by what is included or excluded we teach the young that they are part of or apart from the natural world.” In other words the ecological crises is in every way an educational crises. Recognizing this requires investment in a new educational paradigm emerging around the poles of holism, systems thinking, sustainability, and complexity. Integrating sustainability into public education does not mean defining a new cannon of knowledge or even a new “inter-discipline” rather it means preparing future generations to develop integrated repertoires of practice and ways of reasoning that are intentional yet responsive to our changing global needs.





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