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<p>In this article, we scrutinise the concept of sustainable development in the context of the philosophy of education by analysing three historically significant educational–philosophical traditions: the Enlightenment, critical theory, and pragmatism. Our aim is to open a&#xa0;conceptual space for the definition of development, where the direction of development is not taken as inevitable but as something on which humans can have a&#xa0;deliberate impact. We start by discussing the mainstream definitions of sustainable development and related education alongside some of their philosophical critiques from environmental philosophy and deep ecology. We then demonstrate how the idea of education for sustainable development is strongly connected to the educational and philosophical ideals of the Enlightenment. We argue that some educational dimensions of the Enlightenment should remain at the centre of our educational endeavours. However, using critical theory and pragmatism, we introduce some of the main criticisms of the Enlightenment as problematic in terms of saving the planet. We conclude that for genuine ecological sustainability, a&#xa0;novel vision of education for sustainable development is required, one that educates for ecologically sustainable habits and practices, caring attitudes towards living beings, and appreciation of interaction.</p>

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Education for sustainable development: philosophical perspectives

  • 期刊论文

  • 出版模式：

    开放获取

  • 发表日期：

    2025年3月3日

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  • Katariina Holma,
  • Hanna-Maija Huhtala,
  • Veli-Mikko Kauppi,
  • Minna-Kerttu Kekki,
  • Jani Pulkki

摘要

In this article, we scrutinise the concept of sustainable development in the context of the philosophy of education by analysing three historically significant educational–philosophical traditions: the Enlightenment, critical theory, and pragmatism. Our aim is to open a conceptual space for the definition of development, where the direction of development is not taken as inevitable but as something on which humans can have a deliberate impact. We start by discussing the mainstream definitions of sustainable development and related education alongside some of their philosophical critiques from environmental philosophy and deep ecology. We then demonstrate how the idea of education for sustainable development is strongly connected to the educational and philosophical ideals of the Enlightenment. We argue that some educational dimensions of the Enlightenment should remain at the centre of our educational endeavours. However, using critical theory and pragmatism, we introduce some of the main criticisms of the Enlightenment as problematic in terms of saving the planet. We conclude that for genuine ecological sustainability, a novel vision of education for sustainable development is required, one that educates for ecologically sustainable habits and practices, caring attitudes towards living beings, and appreciation of interaction.