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The Place of Concerns for Posterity in the Global Education for Sustainable Development Agenda: The Case of UNESCO

The Place of Concerns for Posterity in the Global Education for Sustainable Development Agenda: The Case of UNESCO

Katia Vladimirova
Copyright: © 2017 |Pages: 21
ISBN13: 9781522508038|ISBN10: 1522508031|EISBN13: 9781522508045
DOI: 10.4018/978-1-5225-0803-8.ch068
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MLA

Vladimirova, Katia. "The Place of Concerns for Posterity in the Global Education for Sustainable Development Agenda: The Case of UNESCO." Natural Resources Management: Concepts, Methodologies, Tools, and Applications, edited by Information Resources Management Association, IGI Global, 2017, pp. 1433-1453. https://doi.org/10.4018/978-1-5225-0803-8.ch068

APA

Vladimirova, K. (2017). The Place of Concerns for Posterity in the Global Education for Sustainable Development Agenda: The Case of UNESCO. In I. Management Association (Ed.), Natural Resources Management: Concepts, Methodologies, Tools, and Applications (pp. 1433-1453). IGI Global. https://doi.org/10.4018/978-1-5225-0803-8.ch068

Chicago

Vladimirova, Katia. "The Place of Concerns for Posterity in the Global Education for Sustainable Development Agenda: The Case of UNESCO." In Natural Resources Management: Concepts, Methodologies, Tools, and Applications, edited by Information Resources Management Association, 1433-1453. Hershey, PA: IGI Global, 2017. https://doi.org/10.4018/978-1-5225-0803-8.ch068

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Abstract

Education is a powerful tool to alter unsustainable values and mindsets. But in order for it to be used most efficiently it is crucial to have a clear understanding of what values should be advanced, changed, or developed. This chapter aims to clarify some conceptual difficulties with the value of future generations in education for sustainable development. Future generations are embedded in the definition of sustainable development and can be reasonably expected to be at the heart of education for sustainable development. This chapter explores this assumption and analyzes how future-oriented concerns are formulated and advanced in the global educational agenda put forward during the Decade of Education for Sustainable Development (2005-2014) led by UNESCO. This analysis compares conceptual foundations of ESD against key developments in climate and environmental ethics on the treatment of posterity. This chapter can contribute to the disciplines of environmental education, philosophy of education, and to climate ethics.

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