Proceedings of the 28th International Academic Conference, Tel Aviv




Traditional education has conditioned us to believe that the world and the universe comprises distinct, isolated, material objects – all separated from one another and collectively operating according to rational, deterministic, mechanistic laws. It has become conventional to describe sustainable development in terms of three overarching themes: economic, social, and ecological (sometimes called environmental). These are considered to be the fundamental areas of human experience that need to be addressed in any sustainable development scenario. This realisation that we are pushing the planet to its limits will require a more holistic view of education. It implies more of an inter-disciplinary approach and better links among the different school subjects, as well as a growing need for more thematic teaching. The education system will also have to set new goals, both at the level of complexity that the learners have to embrace and on producing learners with increased capacity to act. By combining a deeper and more integrated understanding with social and collaborative learning, students will explore making sustainable choices and decisions about their own lives, the lives of others, and their common environment. Social and collaborative problem-solving, decision-making, and capacity to make informed choices are central characteristics of combining interests and the ability to act. The interconnected environmental, economic, social and political challenges facing humanity demand capable and responsible citizens who can make informed choices and take appropriate action to create the conditions for social, economic, and environmental sustainability – locally and globally. Education and lifelong learning are essential requisites for making those choices and taking such action. The report will present the Latvian experience and results in the education for Sustainable Development. The author of the article will share her teaching experience, will present her conclusions and provide practical examples for perfecting one’s knowledge and hope that this experience will be of use to her colleagues.

Keywords: teaching methods, projects, sustainability, Europe, Baltic States

DOI: 10.20472/IAC.2017.028.001

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