[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-597171-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-597171-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","environmental-education-and-sustainable-development-a-further-appraisal","Environmental Education and Sustainable Development - A Further Appraisal","","UNESCO documents frame sustainable development as the ultimate goal of the man-environment relationship, requiring a reshaping of the educational process. The article examines which conceptions of environment, education, and sustainable development are invoked by environmental education for sustainable development. It offers theoretical tools for critical analysis of these constructs and argues for situating environmental education within a broader education for responsible societies, addressing the limits and challenges identified in practice.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/environmental-education-and-sustainable-development-a-further-appraisal/597171/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/environmental-education-and-sustainable-development-a-further-appraisal/597171.png","ImageObject",300,407,{"name":42,"@type":43},"Rainbow Cat","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",5,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What is the core argument about sustainable development and education in the article?","Question",{"text":63,"@type":64},"Sustainable development is presented as the ultimate goal of the man-environment relationship, so the entire educational process should be reshaped to support it.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"What does the article propose to help analyze the concept of environmental education for sustainable development?",{"text":68,"@type":64},"It presents theoretical tools for conducting a critical analysis of the constructs linking environment, education, and sustainable development.",{"name":70,"@type":61,"acceptedAnswer":71},"What is the article’s view on whether environmental education for sustainable development is truly new?",{"text":72,"@type":64},"It argues that it does not seem to add genuinely new objectives or principles compared with existing environmental education, sharing key elements such as holism, interdisciplinarity, critical thinking, and action learning.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},597171,1792210568,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,100,105,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":97,"show_sort_weight":98,"slug":99},"Comic",60,"comic",{"id":101,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},6,"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},7,"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":55,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":145,"preview_page_count":4},962090769181,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","Environmental Education and Sustainable Development: A Further Appraisal  \nLucie Sauvé, Université du Québec à Montréal, Canada  \nAbstract  \nAccording to UNESCO's recent documents, sustainable development is the “ultimate goal of the Man-environment relationship”; thus, the whole educational process should be“reshaped for sustainable development.” In view of the extreme importance of their educational impact, such statements need to be discussed. To which conception of environment, of education and of sustainable development does the concept of environmental education for sustainable development refer? This article presents theoretical tools that can be used to undertake a critical analysis of these constructs. Finally, the idea of including environmental education in the broader scope of an education for the development of responsible societies is considered.  \nRésumé  \nSelon de récents documents de l'UNESCO, ledéveloppement durable doit être considéré comme la finalité de la relation de l'être humain à l'environnement; à cet égard, il importe d'entreprendre une véritable “refonte” detout le processus éducatif, où l'éducation relative à  \nl'environnement (ERE) deviendra l'un des outils dudéveloppement durable. En raison de son ampleur et de sonextrême importance, cette prescription ne doit-elle pas être rigoureusement analysée et discutée? Entre autres, à quelle conception de l'environnement, de l'éducation et dudéveloppement le concept d'éducation pour le développement durable réfère-t-il? Cet article présente des outils conceptuels et théoriques susceptibles d'aider à entreprendre une analyse critique de cette proposition éducative. Constatant les pièges d'une éducation pour ledéveloppement durable, de même que les limites inhérentes   \nCanadian Journal of Environmental Education, 1, Spring 1996 7  \nà l'éducation relative à l'environnement en regard de la globalité des problématiques contemporaines, l'auteure propose enfin d'inscrire cette dimension de l'éducation (l'ERE) dans le contexte plus global et plus riche d'une éducation pour le développement de sociétés responsables.  \nThe principles of environmental education (EE) as set forth in the Tbilissi Declaration (UNESCO-UNEP, 1978, pp. 26-27) already include the fundamental elements of sustainable development: the need to consider social aspects of the environment and take into account the close links between economy, environment and development; the adoption of both local and global perspectives; the promotion of international solidarity, etc. Scoullos (1995), a pioneer of EE from the pre-Stockholm generation, notes that “the idea of environmental protection was never cut off from the idea or the need for a particular type of development.”Nevertheless, interest fora “new focus” in environmental education and the need to define the concept of environmental education for sustainable development (EEFSD) have emerged over the past few years. This orientation does not seem to add new objectives or principles to EE, nor to propose a different educational approach. The characteristics of EEFSD as defined by Daniela Tilsbury (1995) are the same as those of EE identified by Hart (1981) and the United Nations Educational, Scientific, and Cultural Organization (in UNESCO-PNUE, 1986): holism, interdisciplinarity, value clarification and integration, critical thinking, issue-based and action learning, etc. What, then, is really new?  \nNo doubt, it was necessary to counter a certain conception that EE was focusing too narrowly on the protection of natural environments (for their ecological, economic or aesthetic values), without taking into account the needs and rights of human populations associated with these same environments, as an integral part of the ecosystem. Likewise, it was also necessary to update the EE discourse by emphasizing aspects related to contemporary economic realities and by placing greater emphasis on concerns for planetary solidarity.  \nThe concept of sustaina","cbCaicKo8ZI1Tsy4","https://ap.wps.com/l/cbCaicKo8ZI1Tsy4","pdf",254206,28,"English","# Abstract\n# Theoretical basis for environmental education for sustainable development\n## Links between environmental education and sustainable development\n## Characteristics shared with environmental education\n# Critiques, challenges, and need for broader educational scope","[{\"question\":\"What is the core argument about sustainable development and education in the article?\",\"answer\":\"Sustainable development is presented as the ultimate goal of the man-environment relationship, so the entire educational process should be reshaped to support it.\"},{\"question\":\"What does the article propose to help analyze the concept of environmental education for sustainable development?\",\"answer\":\"It presents theoretical tools for conducting a critical analysis of the constructs linking environment, education, and sustainable development.\"},{\"question\":\"What is the article’s view on whether environmental education for sustainable development is truly new?\",\"answer\":\"It argues that it does not seem to add genuinely new objectives or principles compared with existing environmental education, sharing key elements such as holism, interdisciplinarity, critical thinking, and action learning.\"}]","Environmental Education and Sustainable Development - A Further Appraisal | PDF",1792084532,71]