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It questions why this occurs, proposing that social structure is built on cultural myths that create false consciousness in Western contexts. Educational efforts that avoid confronting these myths are said to tacitly support the mechanisms driving environmental problems. 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Pony","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Why does the paper question whether current behaviour meets sustainability criteria?","Question",{"text":112,"@type":113},"It argues that none of the existing behaviours satisfies the simplest criteria of sustainability, prompting the need to examine the underlying reasons.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What role do myths play in the paper’s explanation?",{"text":117,"@type":113},"The paper suggests that social structure is founded on myths that help explain the false consciousness associated with Western culture, and that education without confronting these myths can work against environmental interests.",{"name":119,"@type":110,"acceptedAnswer":120},"How does the paper frame the “rhetoric versus reality gap”?",{"text":121,"@type":113},"It distinguishes the general gap between theorizing in environmental education and what is actually seen in practice, emphasizing the widespread mismatch rather than focusing only on values versus 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term sustainability and considering itsmeaning in “common culture”terms as people outside the academy mightunderstand it.The first implication is that none of our current behaviourmeets the simplest criteria of sustainability.The question“why?”is raised.In responding to this question I suggest that our social structure is foundedon a number of myths.My view is that these myths provide a useful expla-nation for the false consciousness in which western culture appears to belost.I conclude that educational efforts that do not confront the system ofmyths work against the environment by tacitly supporting the mechanismsand structures that are the causes of environmental problems.I suggestthat the U.N.decade for sustainability must be made to work despite cri-tique of the term sustainability.In closing I suggest that confronting themyths addresses only one aspect of a concert of forces that constrain educa-tion on behalf of the environment and elaborate some suggestions for newthinking.  \nResume  \nCet article examine dabord le terme《 durabilite》 et sa signification dans la“culture génerale 》,c'est-à-dire,selon la compréhension des gens a l'ex-térieur du milieu universitaire.La premiere constatation est la suivante:aucun de nos comportements actuels ne respecte les criteres les plusfonda-mentaux de la durabilité.Ⅱy a donc lieu de se demander pourquoi.En guisede reponse,je prétends que notre structure sociale est fondee sur un certainnombre de mythes.A mon avis,ces mythes sont des excuses faciles que lesgens utilisent pour expliquer la fausse sensibilisation qui caracterise la voiedans laquelle les pays occidentaux semblent s'enliser.Jen conclus que toutetentative d'éducation qui n’affronte pas ce systeme de mythes milite contreles intérets de I'environnement en appuyant tacitement les mecanismes etles structures qui sont à torigine des problemes environnementaux.Selonmoi,il est essentiel d'assurer le succes de la décennie de la durabilité desNations Unies,malgré les critiques à Iendroit du terme《durabilité n,Pourconclure,je soutiens qu’en afrontant ces mythes,nous n'abordons qu'unaspect de tout un ensemble de forces qui contraignent Peducation environ-nementale etje propose de nouveaux schémas de pensee.  \nThere is a tendency within environmental education to emphasise the pos-itive.The point where this is productice is passed when we stop critically ana-lyzing and discussing the nature of our activities and the degree to which theyachieve their intended ends.Karl Popper(1979)maintains that all knowledgegrowth “consists in the improvement of existing knowledge”(p.71),and fail-ure to critically evaluate and improve what we do results in stagnation.Swann(1999)captures this tension well asserting,the \"feel good factormay provide an individual with encouragement to continue\"but adds,“it mayalso,of course,lead to complacency”(p.25).The notion that we should con-tinue to debate and contest ideas has been repeatedly emphasised in envi-ronmental education(Robottom,1987;O'Riordan,1989;Gough,1997).These authors make arguments that are consistent with Popper's(1979)view,that knowledge development requires debate and contest.  \nWe stand on the brink of a decade dedicated to sustainability,an eventthat provides an unparralled opportunity to make progress in our field.Inresponse,I undertake a critical evaluation in this article and explore the impli-cation of the ideas raised for the way we conduct our social relations.I iden-tify a number of myths which shape those relations.These myths haveprofound implications for practice in environmental education.  \n# A Framework for Critique\n\nEchoing through the literature on environmental education is the concept ofthe “rhetoric versus reality gap.”This idea was discussed by Stevenson(1986),again by Fien(1993),reviewed by Palmer(1998),and implied in otherwo","cbCaicabNeyDPeje","https://ap.wps.com/l/cbCaicabNeyDPeje","pdf",984962,17,"English","# A Framework for Critique\n## Rhetoric versus reality gap\n## Social reconstruction and schooling institutions\n## Call for new paradigms","[{\"question\":\"Why does the paper question whether current behaviour meets sustainability criteria?\",\"answer\":\"It argues that none of the existing behaviours satisfies the simplest criteria of sustainability, prompting the need to examine the underlying reasons.\"},{\"question\":\"What role do myths play in the paper’s explanation?\",\"answer\":\"The paper suggests that social structure is founded on myths that help explain the false consciousness associated with Western culture, and that education without confronting these myths can work against environmental interests.\"},{\"question\":\"How does the paper frame the “rhetoric versus reality gap”?\",\"answer\":\"It distinguishes the general gap between theorizing in environmental education and what is actually seen in practice, emphasizing the widespread mismatch rather than focusing only on values versus action.\"}]","Sustainability and Our Cultural Myths - A Framework for Critique | PDF",1792084990,43]