Earth Charter Podcast: Turning Conscience Into Action

In this episode Daniella Tilbury talks about her expertise and experience working in sustainable development and the importance of Education for Sustainable Development to be implemented in Higher Education. She shares various examples and thoughtful insights into the current state and perception of the role of higher education and the necessity to reframe these perspectives. She finally goes on to make direct connections with how the Earth Charter can be used in higher education and in ESD.

In this episode Bob Jickling begins by painting a portrait of Yukon, Canada, and his experience living there and connecting with nature and his inner self. He then goes on to talk about his views of environmental ethics, and how he has made efforts to bring this topic into education with his students. He also shares some insights from the books he has written, co-authored or co-edited, the more recent one about environmental ethics, and makes connections with his findings and Education for Sustainable Development (ESD). This conversation with Bob delves into an insightful representation of our humanity, our relationship with nature, and the ethics behind it.

In this episode, Namrata Sharma discusses the existing connections between Education for Sustainable Development (ESD) and Global Citizenship Education (GCE). She talks about her work examining the underlying paradigms and perspectives of GCE and ESD, and how she situates her studies within the wide-ranging scholarship that challenges the overall western-view of GCE. She also mentions the books that she has written where she proposes value-creating GCE as a pedagogical approach that she has developed from a study of less widely known perspectives, especially focusing on important contributions that come from eastern thinkers. Sharma illustrates these ideas with the example of Soka University, an institution which she believes successfully fosters global citizens. Finally, she makes connections between GCE and The Earth Charter, and how this document is helpful and complimentary to creating global citizens through ESD.

Quick Overview

Dr. Sterling asks: What is education for, particularly in our context of crises? The education that is required when we are concerned about ensuring social, economic and ecological wellbeing now and into the future in conditions of uncertainty and risk is what Dr. Sterling defines as education for sustainable development (ESD). In fact, he ponders the possibility that we need education for sustainable contraction, rather than sustainable development, especially after the COVID-19 virus has led us to question the effects of rampant globalisation. Building resilient, healthy communities at the local level using digital means for international and global communication is his preferred scenario when envisioning the future of education.

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Dr. Hopkins shares his experience in drafting Chapter 36 of Agenda 21 towards the 1992 Rio Summit. He shares a unique story, which reveals the significance of education towards a sustainable future. Such significance is renewed and exemplified in SDG4, which constitutes a crucial means of implementing all sixteen other goals. Mr. Hopkins points out that indigenous worldviews should not be neglected. Instead, we should engage them, learn about them, and find appropriate ways to incorporate them for quality education. Since education does not serve a single purpose, various “educations” are needed. Values and ethics that distinguish the human civilization – the core element in the common journey of Mr. Hopkins and the Earth Charter – should be passed on through education and for generations to live by.

Quick Overview

David Orr holds that the challenge for all educators is to bring young people to become aware of and appreciate the natural world so that they can discipline their lives to conform with how the world works as a natural system. We need to see ourselves as having a dual citizenship in our nature as well as our political system. Dr. Orr urges educators to adapt all curricula to sustainability. In turn, he has adapted the architecture of education to the pedagogy or learning of environmental sustainability. He stressed that sustainability is not just to be seen as an abstraction, but needs to be built into the place in which students learn about sustainability. Dr. Orr reviews offers additional advice based on the books he has written and edited. To conclude, Dr. Orr speaks about the Earth Charter, which he considers to be “the seminal document of our times”.

Quick Overview

Dr. Down shares her career development as an educator, and describes her most impactful experience that made her reorient her work towards education for sustainable development (ESD). Dr. Down shares that ESD aims to have the students understand the concept of sustainable development, see the possibility of a sustainable society, be aware of the sustainability issues within and outside their own communities, ask questions, and take action towards sustainability. It does so considering the importance of critical thinking and project-based learning. Dr. Down asserts that ESD should not only be infused to every discipline, but cross-discipline infusion is also necessary, thus breaking the silos. With regards to “Envisioning the Futures of Education,” Dr. Down calls for a stronger link to communities, and more emphasis on faith, hope and values.

Quick Overview

Dr. McKeown-Ice has been one of the pioneers in education for sustainable development (ESD), and her understanding of ESD has evolved with the times. In today’s world, ESD has become part of educating for a more uncertain future; it includes educating for agency, adaptive competence and compassionate systems. The demonstration of ESD producing outcomes that characterise quality education, plus the examples and tools offered by Dr. McKeown-Ice, shall encourage teachers of any discipline to incorporate sustainability to their own teaching. What is also inspiring, and admirable, is how Dr. McKeown-Ice applies the Earth Charter in education on both macro and micro levels. Envisioning the future of education, she calls for attention to contextual variability, technological impact, and compassionate systems thinking.

Quick Overview

Quick Overview

To Dr. Corcoran, the Earth Charter represents a fountain of thoughtful, informed hope. The idea of “living the Earth Charter” in the university where he works has yielded experimental and experiential programmes including the Colloquium, the Earth Charter Meal, and Blessing with the Food. With regard to the book Intergenerational Learning and Transformative Leadership for Sustainable Futures, Dr. Corcoran recalls how he was inspired by the Earth Charter to lift up young scholars, especially those that are underrepresented in English scholarship and to focus on intergenerational solidarity and collaboration as a living example of intergeneration equity. He shares many stories to illustrate how education, guided by the Earth Charter, is pivotal in the larger cultural shift towards sustainability. Dr. Corcoran delivers a heart-warming Earth Charter benediction to conclude this episode.