Abstract
ESD Dialogues is an excellent book for those working in the area of education for sustainable development (ESD). The authors have chosen not to burden the short 143-page book with long, tedious academic discussions, terminology or jargon, but have adopted a style of presentation that is straightforward with clear, well-thought-out principles. The language is direct, with the use of excellent quotations from various sources, and strong argument and structure that uphold the principles that constitute the approach of this book: ‘Sustainable development is not about saving the planet but about saving ourselves.’ The book is based on case studies from different countries that add strength and substance and serve to elucidate and illuminate the main purpose of the publication: how to initiate change and engage people, from diverse circumstances, into adopting a sustainable, responsible lifestyle.
The book’s approach stems from a discussion between two experienced educators and practitioners, representing two very different working environments: Marilyn Mehlmann, the General Secretary of Global Action Plan, who practises within the democratic framework of Sweden; and Olena Pometun, Professor at the National Academy of Pedagogical Study in Kiev, who introduced ESD to Ukrainian schools in the post-Soviet era. One voice reflects on working in a more liberal society and the other discusses issues of moving from a top-down approach to creating space for democratic discussion and enabling students to independently solve problems. The dialogue between these two cultural positions focuses on how to deal with problems related to replacing a teacher-centric form of learning with teamwork and a more independent student-oriented approach. The two positions and learning environments provide the reader a means to find a place somewhere between them that best suits and reflects the conditions in which they live. There is much to learn on how to re-educate teachers who are fearful of initiating democratic discussions and uncertain of the capabilities of students. The book also highlights ways to engage students in conducting individual research and evaluation and finding new and relevant solutions.
The authors have taken what they call a ‘cook book approach’ and present the basic ingredients for ‘Education for Change and Sustainable Development’. They provide the reader with an open-ended methodology that encourages creativity and adaptability for specific local conditions. The authors, very rightly, warn the user not to reinvent the wheel but to build on best practices gathered from 20 years of experience of ESD case studies from several countries where they operate. Their approach is called ‘Learning for Change’.
Learning for change and its Educational Significance
One of the most difficult aspects of education is to go beyond teaching, preaching and creating awareness. Most non-governmental organizations (NGOs) working in the sector of nature, heritage conservation, sustainable development and social change have held workshops with the primary aim of ‘creating awareness’. The question we have all asked after such awareness programmes is: have we created the necessary conditions for change in behaviour of the participants? Are these one-off awareness programmes sufficient or effective in the long term?
Most of us are aware, as the authors remind us, that our success rate in ‘awareness workshops’ is actually very low. Most trainers will tell you from experience that we manage, at best, to motivate 10–15 per cent of the audience to actually change and become part of the ‘movement’.
‘Learning for Change’ that is based on tried and tested recipes for exploration and behavioural change offers a far better success rate than conventional training and awareness programmes. In these ESD programmes, the primary aim is to enable each learner to develop those necessary values, attitudes and skills that ensure a life-long commitment to continuous change and to making their own lives more sustainable.
The authors unhesitatingly tackle the single-most difficult problem in this sector, which is that human beings always find ways to resist change. The chapter on ‘Educational Aspects of Sustainability and Development’, at the end of the book, deals with common misconceptions, myths and excuses that people make to disengage from changing their lives, even when they know better. For example, misleading myth no. 9: ‘There is no point in doing anything unless everyone else does it too’; or ‘Other people are responsible for the mess we are in…’; or ‘It’s already too late— human society is doomed’. This chapter is sprinkled with good advice on how to deal with this kind of resistance to change, with thought-provoking, often humorous, quotations: ‘If you think you are too small to make a difference, try sharing a bedroom with a mosquito.’
The central section of the book is dedicated to explaining, with case studies from different countries, how learners can be inspired to find creative ways to change their own behaviour. The educational model is illustrated with a diagram called the ‘empowerment spiral’.
This model suggests that when you care about something, you are likely to look up information about both the problem(s) and possible effective action—things you can do in order to make a difference. Having done this your information levels rise and you care more and eventually this cycle of caring, information finding and doing become part of your life to creating a spiral effect.
The two principal components of ESD are transformation and action competence. The educational approach begins with inspiring learners to begin to care and, spurred on by self-motivation, to acquire more information about what they care about. The necessary transformation is initiated when the learner develops the necessary skills to work as part of a team to find creative alternatives for competent action throughout life. The structure of ‘Learning for Change’ is based on best practices in the field of education that suggest strongly that we learn best when we care, and caring drives and motivates us into action when the problem to be solved concerns us and our lives.
Self-study, self-motivation, creative thinking and action are necessary ingredients for life-long learning and change. Once values and attitudes have been internalized, behavioural change is no longer context driven. Mental skills such as self-auditing and those needed to find interesting, alternative sustainable practices then continue throughout life and become the defining principles of the individual personality. The empowerment spiral enables those who are on it, be it individuals or groups such as classes or teams, to constantly stay on the upward spiral, looking for ways to improve all aspects of life.
Best Practices and Culture-Specific Approaches
The Global Action Plan International is a community of organizations spread over many countries that are constantly adapting their methods to suit the local context to ensure cultural adaption. There are case studies of ESD programmes held in several countries that enrich the book with practical ideas in diverse situations, introducing ESD to schools in Ukraine, Uganda, England and India. A good example of training staff in small businesses and hotels comes from Sweden, and from Bhutan is the example of measuring the ‘Quality of life’ index rather than gross domestic product (GDP).
The authors of the book warn future book users and ESD trainers of the dangers of transferring a successful method from one culture to another without understanding the cultural milieu in which they are working. Several examples from different countries suggest that it takes time and research to develop modules that are culture specific and how to test them to ensure they are proven to work in local conditions.
The heart of the book beats for democracy. The book is based on the understanding that a democracy can only function if individual citizens take responsibility for their lives and actions. To build stable democracies, we need systems and structures that are carefully designed with the creative and active involvement of all citizens, individually and in teams, who are trained to continuously reinvent their lives to meet the new challenges of sustainable development. The creative aspect of ESD is perhaps the most exciting part of this book, for it throws open the door, inviting everyone, in their individual ways, to find innovative and better solutions for making their lives healthier and happier and to be prepared for whatever the future brings.