Leerdoelen voor duurzame ontwikkeling

Een taak van het onderwijs is mensen normen en waarden meegeven waardoor zij in staat zijn op verantwoorde wijze keuzes te maken. Het onderwijs leert mensen verder vooruit te kijken dan het gemiddelde spectrum en een zoektocht aan te gaan naar geïntegreerde oplossingen.
Duurzame ontwikkeling vraagt om het maken van keuzes en het vinden van creatieve oplossingen bij strijdigheid van belangen. Zowel overheden als bedrijven hebben behoefte aan mensen die niet alleen beschikken over gedegen vakkennis, maar die in hun opleiding ook hebben geleerd verschillende belangen af te wegen en naar de lange termijn te kijken.

De samenleving heeft mensen nodig die zich willen inzetten voor een wereld waar mensen ook in de toekomst in hun behoeften kunnen voorzien. Mensen die inzien dat we voor een duurzame wereld commitment en nieuwe kennis nodig hebben. Mensen die zorgvuldig belangen kunnen afwegen en respect hebben voor andere mensen en culturen.

Onderwijs hoort daarom te inspireren, de creativiteit te stimuleren en mensen op te leiden tot kritische denkers, die nauw kunnen samenwerken met andere disciplines. Competentiegericht onderwijs voldoet aan al deze voorwaarden.

Learning for a Sustainable Future

These are the knowledge, skills and values relevant to sustainable development that Learning for a Sustainable Future (Canada) considers necessary to ensure a sustainable future.

Knowledge

This is a list of the knowledge that today's youth will need to acquire in order to become responsible citizens in the 21st century.

  • The planet earth as a finite system and the elements that constitute the planetary environment.
  • The resources of the earth, especially soil, water, minerals, etc., and their distribution and role in supporting living organisms.
  • The nature of ecosystems and biomes; their health, interdependence within the biosphere.
  • The dependence of humans on the resources of the environment for life and sustenance.
  • The sustainable relationship of native societies to the environment.
  • The implications of the distributions of resources in determining the nature of societies and the rate and character of economic development.
  • Characteristics of the development of human societies including nomadic, hunter gatherer, agricultural, industrial and post industrial and the impact of each on the natural environment.
  • The role of science and technology in the development of societies and the impact of these technologies on the environment.
  • Philosophies and patterns of economic activity and their different impacts on the environment, societies and cultures.
  • The process of urbanization and implications of de-ruralization.
  • The interconnectedness of present world political, economic, environmental and social issues.
  • Aspects of perspectives and philosophies concerning the ecological and human environments; for example, the interconnectedness of matter, energy and human awareness.
  • Cooperative international and national efforts to find solutions to common global issues, and to implement strategies for a more sustainable future.
  • The implications for the global community of the political, economic and socio-cultural changes needed for a more sustainable future.
  • Processes of planning, policy-making and action for sustainability by governments, businesses, non-governmental organizations and public.

 

Skills

 

This is a list of the skills that today's youth will require to contribute to a sustainable future.

  • Frame appropriate questions to guide relevant study and research.
  • Apply definitions of fundamental concepts, such as environment, community, development and technology, to local, national and global experiences.
  • Use a range of resources and technologies in addressing questions.
  • Assess the nature of bias and evaluate different points of view.
  • Develop hypotheses based on balanced information, critical analysis and careful synthesis, and test them against
  • New information and personal experience and beliefs.
  • Communicate information and viewpoints effectively.
  • Develop cooperative strategies for appropriate action to change present relationships between ecological preservation and economic development.
  • Work towards negotiated consensus and cooperative resolution of conflict.

Values

This is a list of the attitudes and values that today's youth will need to acquire in order to become responsible citizens in the 21st century.

  • An appreciation of the resilience, fragility and beauty of nature and the interdependence and equal importance of all life forms.
  • An appreciation of the dependence of human life on the resources of a finite planet. 
  • An appreciation of the role of human ingenuity and the individual creativity in ensuring survival and the search for appropriate and sustainable progress.
  • An appreciation of the power of humans to modify the environment.
  • A sense of self-worth and rootedness in one's own culture and community. A respect for other cultures and recognition of the interdependence of the human community.
  • A global perspective and loyalty to the world community.A concern for disparities and injustices, a commitment to human rights and to the peaceful resolution of conflict.
  • An appreciation of the challenges faced by the human community in defining the processes needed for sustainability and in implementing the changes needed.
  • A sense of balance in deciding among conflicting priorities. Personal acceptance of a sustainable lifestyle and a commitment to participation in change.
  • A realistic appreciation of the urgency of the challenges facing the global community and the complexities that demand long-term planning for building a sustainable future.
  • A sense of hope and a positive personal and social perspective on the future.
  • An appreciation of the importance and worth of individual responsibility and action.

Bron: LSF (Learning for a Sustainable Future)