Eva Ärlemalm-Hagsér and Anette Sandberg Mälardalen University Department of Social Science Attitudes, values and pedagogic praxis - sustainable development in focus

Students’ apprehension about the concept sustainable development and analyzing pedagogic praxis

Brundtland Commission report Our common future (1987) “Sustainable development is development that meets the need of the present without compromising the ability of future generations to meet their own needs”. Declaration on Environment and Development in Rio de Janeiro in 1992, Agenda 21, economic, social and ecological dimensions Johannesburg 2002, plan of implementation economic, social and ecological dimensions In December 2002 the United Nations General Assembly proclaimed the decade of Education for Sustainable Development Sustainable development

Children not only will inherit the responsibility of looking after the Earth, but in many developing countries they comprise nearly half the population. Furthermore, children in both developing and industrialized countries are highly vulnerable to the effects of environmental degradation. They are also highly aware supporters of environmental thinking. The specific interests of children need to be taken fully into account in the participatory process on environment and development in order to safeguard the future sustainability of any actions taken to improve the environment. (Agenda 21, 1991, chapter 25)

Education as an important agent and key role was identified – inspire belief that it’s possible to change, action competence, foster values, behaviour and lifestyles, learning democratic processes, future oriented thinking. (Draft UNECE strategy for education for sustainable development, 2004)

criticized as a normative approach different understanding of the concept political issue Sustainable development an ambiguous concept

To foster citizens who can actively participate in democratic discussions regarding and develop ability to critically appraise environmental and developmental problems. (Sundell, Öhman & Östman, 2005) Education for sustainable development (ESD)

Knowledge of environmental problems and sustainable development Environmental ethical values Educational philosophy and teaching skills (Sandell, Öhman & Östman, 2005) As a an ethical project Building a culture Children’s individual sustainability. (Björneloo, 2007) Teachers understanding

Method Subjects 32 students studying half the time and the rest of their time they work within 30 different preschools in 5 average Swedish municipalities Empirical data Written degree project activities for sustainable development (spring 2007) Analysis four steps of repeated categorizations based on a latent content analysis approach (Graneheim & Lundman, 2003)

The participants defined the concept of sustainable development as both conscious thinking and attitude for both children and preschool staff, now and in the future, international and national, in everyday life. It is about the relationship between people, but also about the relationship between people and nature. Results

Themes Fundamen tal values NatureLearning Physical needs Categories Children’s views Outdoor play Developmental pedagogic Physical play Social relations The cycle of nature Play Health promotion Gender equality Seasonal changes Pedagogic documentation Nutrition and food Cultural diversity Animals and Plants Children as co- researchers Cultivation and gardening

Holistic approach permeated in all situations and activities. Environmental issue and describe different activities in and with the nature and natural science. Democratic issue were human rights, democracy, gender equality, moral and ethic was on the agenda. A minority of the preschools had never heard about the concept.

Everybody can agree because no one wishes an unsustainable development Panacea for safeguarding the human existence Multi-faceted topic that requires special features of methods and alternative paths of learning Tricky concept

To permeate ESD in teaching (children and students) as an essential parts of everyday activities and practices involves some serious thought about: Attitudes and values - the basis for assertions, opinions, ethical discernment and ideas needs to be elucidated Environmental ethical values, choice of content and educational philosophy and re - structuring didactical arrangements Active citizenship demands critical thinking and possibilities to listen to a range of arguments and different opinions and to decide on standpoints and on further action as well as participation and political literacy Conclusion