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

Katia Vladimirova

In Natural Resources Management: Concepts, Methodologies, Tools, and Applications (3 Volumes)

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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This project receives funding from the European Union's Horizon 2020 research and innovation programme under the Marie Sklodowska-Curie Grant Agreement No 722826.