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It also highlights inadequate preparation for complex systems and the policy-dynamics role assigned to education, arguing for developing guiding principles for future progress despite limited quick fixes.",{"@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 & 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use to analyze education consistent with sustainable development?","Question",{"text":63,"@type":64},"It considers experiences at the international level associated with Agenda 21 and UN Commission efforts, and at the level of Scotland as a small country with its own problems and interpretations.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"Which key sources of tension does the paper highlight?",{"text":68,"@type":64},"Tensions arise from differing rates of societal change, how “environment” and other critical terms are interpreted, insufficient preparation to deal with complex systems, and the status given to education within the policy-dynamics of those systems.",{"name":70,"@type":61,"acceptedAnswer":71},"What does the paper suggest for the future of environmental education?",{"text":72,"@type":64},"While simple treatments may be unlikely, it argues that educators and their managers should incorporate these conditions into their thinking and develop basic principles to guide future progress.","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},597196,1792166118,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,105,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & 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Scotland  \nAbstract  \nThis paper is largely based on recent experiences in developing and implementing strategies for education consistent with the concept of sustainable development at two different levels, the international level characterised by Agenda 21 along with the efforts of the UN Commission on Sustainable Development to foster its progress, and at the level of a small country—Scotland—with its own individual problems and interpretations. There are, however, parallels between the difficulties and approaches, which these different levels present. Tensions have developed, and need to be resolved, particularly around the differential rates of change to which society is being subjected and the stresses, which these generate. Further sources of tension arise from the scope of the word “environment,” the interpretations given to other critical words used to describe what is being attempted and their implications, the poor preparation of people even in high and critical positions, to deal with complex systems, and the status accorded to education as a part of the natural dynamics of the systems in which policy makers are operating. There may be little prospect, as yet, of simple treatments to reduce these conditions, but it is at least important that they should now be part of the thinking of educators and their managers at every level, and that some basic principles be developed for future progress.  \nRésumé  \nCette communication est principalement basée sur de récentes expériences dans l’élaboration et la mise en œuvre de stratégiesd’éducation conformes au concept du développement durable à deux niveaux : le niveau international caractérisé par Action 21 ainsi que les efforts de la Commission des Nations Unies sur ledéveloppement durable en vue d’en favoriser les progrès; et au niveau d’un petit pays, l’Écosse, qui a ses propres problèmes et  \nCanadian Journal of Environmental Education, 4, Summer 1999 69  \ninterprétations. Il existe cependant des parallèles entre les difficultés et les interprétations de ces divers niveaux. Des tensions ont surgi et doivent être résolues, notamment en ce qui concerne les rythmes différentiels du changement auxquels estassujettie la société et les tensions qui en découlent. De nouvelles sources de tension entourent la portée du mot \"environnement \", les interprétations données à d’autres mots critiques utilisés pour décrire les tentatives qui sont faites et leurs répercussions, la piètre préparation de personnes dans des postes élevés clés pour aborder des systèmes complexes, ainsi que le statut accordé à l’éducation dans le contexte de ladynamique naturelle des systèmes dans lesquels les décideurs travaillent. Il existe en ce moment peu de chance de trouver destraitements simples pour réduire ces conditions, mais il importeau moins qu’elles fassent désormais partie de la réflexion des éducateurs et de leurs gestionnaires à tous les échelons et que des principes fondamentaux soient élaborés pour les progrèsfuturs.  \nIf we are to look critically at the present state of environmental education and how it might progress, we should first make sure of our base-line; familiar ground as it may be, many promoters of environment and education have not absorbed its implications.  \nAt the heart of environmental education lies a variable but indissoluble relationship between an animal (in this case a human being) and its interactive surroundings, what Cooper (1992) called its “field of significance,” “not something a creature is in but something it has,” not sharply delineated but pervasive in people’s lives and thus rarely articulated (p. 168- 169) .“Core” and “field” form an inseparable and inter-dependent unit of a sort that the ecologist Patten (1982) described as the “fundamental particle” of ecology. It is a relationship of give and take: the core of the unit receives from around it the energy and m","cbCailk0ZOJmwav5","https://ap.wps.com/l/cbCailk0ZOJmwav5","pdf",133852,15,"English","# Abstract\n## International agenda and UN efforts\n## National context: Scotland\n## Core concepts and tensions\n## Implications for educators and managers","[{\"question\":\"What two contexts does the paper use to analyze education consistent with sustainable development?\",\"answer\":\"It considers experiences at the international level associated with Agenda 21 and UN Commission efforts, and at the level of Scotland as a small country with its own problems and interpretations.\"},{\"question\":\"Which key sources of tension does the paper highlight?\",\"answer\":\"Tensions arise from differing rates of societal change, how “environment” and other critical terms are interpreted, insufficient preparation to deal with complex systems, and the status given to education within the policy-dynamics of those systems.\"},{\"question\":\"What does the paper suggest for the future of environmental education?\",\"answer\":\"While simple treatments may be unlikely, it argues that educators and their managers should incorporate these conditions into their thinking and develop basic principles to guide future progress.\"}]","Is there a Future for Education Consistent with Agenda 21? - Abstract | PDF",1792084582,38]