Global Action Plan International

Excerpt from an inaugural address, May 2010

New forms of learning

We need to turn to alternative forms of education and learning that can help develop the capacities and qualities that individuals, groups and communities need to meet the challenge of sustainability. They

- Consider learning as more than merely knowledge-based,

- Maintain that the quality of interaction with others and of the environment inwhich learning takes place as crucial,

- Focus on existentially relevant or ‘real’ issues essential for engaging learners,

Changing consumption patterns towards environmental and social sustainability is one of the most pressing challenges of our time. Despite increasing efficiency in production processes and energy needs of products, consumption patterns continue to put high pressures on the environment. These pressures are already exceeding the planet’s carrying capacity and are likely to increase dramatically by the growing consumption trends in emerging economies. However, some innovative approaches have already been taken that hold the promise of really impacting lifestyles. In addition to developing new effective approaches, these existing good practices need to be mainstreamed, replicated and scaled up.

"The good news is that the daily life of civil society activity is thriving – with no signs of long-term decline and decay, or for that matter any rise in selfishness and other ills, despite the pressures of recession. Civil society is made up of a myriad of circles of freedom and circles of cooperation that have proved to be remarkably resilient.

It was a momentous occasion: 65 outstanding ESD practitioners and researchers from 32 countries, gathered in Sweden to ask ourselves: what have we learnt about a pedagogy for sustainable development? Participant Shankar Munafir from India captured some of the action. 

The occasion: the 'Pedagogy for Sustainable Development' Pattern Laboratory held at Visby, Sweden and hosted by SWEDESD and Global Action Plan International. 

In November, Nadia McLaren gave an open presentation on 'Peak Food' hosted by SWEDESD, the Swedish International Institute for Education for Sustainable Development, in Visby, Sweden. It includes the context for food production and consumption, including many other 'peaks'; and examples of transition strategies.

Pedagogy for ESD
– international pattern laboratory
at Gotland University, Sweden

Climate change is not a problem to be solved, still less 'fought'. The case is made by Tom Atlee that we need to listen to the message: climate change is a symptom of our lessening grasp on reality, from which we can learn to get back on track. If we will.

In November, the 'pattern laboratory' approach developed by a GAP International R&D group will be used for a large global workshop focused on a pedagogy for sustainable development. We will explore what these 60+ experienced practitioners and researchers from around the world have learned about pedagogical needs and potential.

The workshop is co-hosted by SWEDESD, the Swedish international centre for Education for Sustainable Development at the University of Gotland.

Scott Harrison started his group, charity: water, to provide clean water to save lives in poor countries, armed with nothing but a natural gift for promotion. It has been stunningly successful. In three years, he says, his group has raised $10 million (most of that last year alone) from 50,000 individual donors, providing clean water to nearly one million people in Africa and Asia.

Excerpts from an article by NICHOLAS D. KRISTOF, New York Times columnist