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Education for Sustainable Development - Part 3 SUMMARY This issue is Part 3 of the series on Education for Sustainable Development (ESD). It provides a report on Versions 0 and 1 of the ESD consultation and the preparation of Version 1.5 of the consultation. As of 24 April 2009, 61 persons had taken the V0 test survey. As of 27 May 2009, 129 persons had taken the V1 test survey. This issue revisits the "lessons learned" in V0 and attempts to isolate the "lessons learned" in V1. The "lessons learned" in V1 are as follows: Both V0 and V1 yield high rankings for the eight UNESCO categories. Most responses are in favor of overcoming patriarchy in secular institutions, and many are also in favor of overcoming patriarchy in religious institutions. The dominant reason for people not to take good care of their own health is poverty (lack of access, lack of affordability). There is a remarkable consensus on the need to overcome addictive consumerism and refocus on improving social and environmental justice. The high percentage of participants in favor of "checks and balances" may be indicative a wider understanding of the principle of subsidiarity. Not surprisingly, most responders are in favor of cultural diversity. But there seems to be a reluctance to openly make choices pursuant to overcoming gender discrimination. It is now commonplace (at least in democracies) to discuss secular abuses of power; but discussing abuses of religious power (including gender violence) is still taboo in many cultures and institutions. Most people now live in cities and therefore have a vested interest in cities becoming sustainable. But very few people are ready to tolerate pigs and chickens running around in the neighborhood. The high percentages in favor of embracing a simpler lifestyle and moderating their own consumption habits are very encouraging. But it is hard to envision these changes propagating without massive social and cultural support. The survey instrument has been carefully revised in response to feedback received in V0 and V1. Version 1.5 is a revised version of Version 1, and still considered a test version. It is hoped that Version 1.5 will pave the way for a V2 "beta test" and, subsequently, a V3 instrument worthy of wider distribution and a longer test period. It would be great if those who participated in the V0 and V1 tests can also participate in the V1.5 test. In addition, it is hoped that many more subscribers will participate in the Version 1.5 test. Again there are 40 questions (5 for each of the 8 UNESCO categories) and it takes about one hour. These are the links for Version 1.5: Version 1.5 Consultation Form (Questionnaire) Version 1.5 Spreadsheet (Questions and Answers) The questionnaire design is stable. V1.1 is V1 with a brief clarification added regarding the intent of the "multiple choice" questions. The Version 1.5 questionnaire continues to be based on Paulo Freire's educational philosophy (iterative questions and answers pursuant to "learning by doing") and Ken Wilber's integral theory (the AQAL model - All Quadrants, All Levels) in order to minimize "elitist" bias and maximize coverage of all relevant issues in ESD. Please write to this email address if you have any questions, suggestions, or problems using the V1.5 questionnaire. In brief, this issue includes the following: In page 1, an update on the ESD consultation project, including: In section 1, a digest of the V0 preliminary test In section 2, a digest of the V0 analysis report, In section 3, a digest of the V1 revised test In section 4, a digest of the V1 analysis report In section 5, a combined assessment of the V0 and V1 tests In section 6, the V1.5 test based on V0 and V1 feedback In section 7, the evolution of the V0, V1, and V1.5 consultation forms In section 8, an updated plan for stepwise refinement of the survey In section 9, some suggestions for prayer, study, and action In page 2, an excellent and very timely invited paper: Revisiting the Limits to Growth - After Peak Oil, by Charles A. S. Hall and John W. Day Jr., just published in the May-June 2009 issue of American Scientist. The reprint permission granted by American Scientist and the authors is gratefully acknowledged. TABLE OF CONTENTS EDUCATION FOR SUSTAINABLE DEVELOPMENT 1. Digest of the V0 Preliminary Test 2. Digest of the V0 Analysis Report 3. Digest of the V1 Revised Test 4. Analysis of V1 Test Results 5. Combined Assessment of the V0 and V1 Tests 6. ESD V1.5 Test Based on V0 and V1 Feedback 7. Evolution of the V0, V1, and V1.5 Forms 8. Updated Plan for Stepwise Refinement 9. Prayer, Study, and Action UN MILLENNIUM DEVELOPMENT GOALS NEWS FROM THE MILLENNIUM PROJECT REVISED ESD CONSULTATION FORM (V1.5) USEFUL LINKS Divinity & Humanity Solidarity & Subsidiarity Sustainable Development Educational Resources Violence & Nonviolence Indicators & Trends Children & Youth Our Common Future Maps of Human Knowledge Announcements Call for Papers News & New Resources INVITED PAPER Revisiting the Limits to Growth - After Peak Oil Charles A. S. Hall and John W. Day Jr. State University of New York at Syracuse Published in American Scientist, May-June 2009 Reprinted with Permission 1. Digest of the V0 Preliminary Test Full documentation of the V0 preliminary test can be found in the following URLs: Education for Sustainable Development 1 - April 2009 ESD Consultation Form V0 online during April 2009 ESD Consultation Spreadsheet V0 as of 24 April 2009 ESD Consultation Summary Report V0 as of 24 April 2009 The following is a summary of "lessons learned" in Version 0 of the ESD consultation: Confirmation that sustainable development is the only feasible way forward for humanity Confirmation that education for sustainable development is the most urgent priority Confirmation that the each of the UNESCO areas for ESD is highly relevant Confirmation that sustainable development is more than just a matter of balancing material resource flows Confirmation that sustainable ***human development*** is the core of sustainable development Finding that ESD is rarely perceived to require a shift from traditional education to "learn by doing" Finding that SD is mostly perceived as a collective problem beyond the reach of individual initiatives Feedback to the effect that the survey questionnaire is too long and takes over an hour to complete Feedback to the effect that the language of the survey questionnaire needs careful editing to minimize bias Feedback to the effect that the survey questionnaire needs improvement to maximize coverage of all issues The term "lessons learned" may be too strong. Any lessons learned in this process are "lessons tentatively learned." Lessons "learned" in one test may be "unlearned" in subsequent tests. It should be clearly understood that there are no certainties in sustainable development. Furthermore, it should be clearly understood that the objective of this consultation is to gather requirements for ESD. These requirements must be articulated as issues or problem areas that are to be considered and discussed in ESD programs. In other words, the objective of this consultation is not to arrive at practical solutions (let alone "the" solution) to any of the complex issues related to sustainable development. However, a good inventory and taxonomy of relevant issues might be useful. |Back to OUTLINE| 2. Digest of the V0 Analysis Report The V0 questionnaire has been posted. Likewise, the V0 spreadsheet of questions and answers is available online. The Google summary report for V0 is also available. A detailed analysis of V0 test results was also included in the May 2009 issue. The usefulness of so much commentary at this early stage is debatable. The histograms are the most informative way to visualize the results. Some readers may want to download the V0 spreadsheet to do further analysis on their own. |Back to OUTLINE| 3. Digest of the V1 Revised Test Full documentation of the V1 revised test can be found in the following URLs: Education for Sustainable Development 2 - May 2009 ESD Consultation Form V1 online during May 2009 ESD Consultation Spreadsheet V1 as of 27 May 2009 ESD Consultation Summary Report V1 as of 27 May 2009 The revision of the V0 questionnaire for the V1 iteration was reported in Section 7 of the May 2009 issue. A chart was provided that captures the structural changes between V0 and V1. Further down the reader will find an extension of this chart that shows the structural changes between V1 and V1.5. Basically, V1 provided further survey design structure by including questions related to each quadrant of Wilber's AQAL model. All the quadrant-related questions in V1 were multiple choice and required the selection of the "best answer." |Back to OUTLINE| 4. Analysis of V1 Test Results The V1 questionnaire has been posted. Likewise, the V1 spreadsheet of questions and answers is available online. The Google summary report for V1 is also available. As for V0, the histograms are the most informative way to visualize the results for V1. Some readers may want to download the V1 spreadsheet to do further analysis on their own. Many participants had tantrums with the "multiple choice, select the best answer" approach, as they felt it was "elitist" and incompatible with Freire's educational philosophy of open-ended questions. Nevertheless, the following "lessons tentatively learned" emerged during the analysis of the V1 spreadsheet and histograms: The following are the average relevance rankings for the eight UNESCO priorities: [Question 1] Average relevance of gender equity: 8.04% [Question 6] Average relevance of health care: 8.21% [Question 11] Average relevance of environmental stewardship: 8.52% [Question 16] Average relevance of rural development: 7.91% [Question 21] Average relevance of cultural diversity: 7.67% [Question 26] Average relevance of human security: 8.44% [Question 31] Average relevance of sustainable urbanization: 7.00% [Question 36] Average relevance of sustainable consumption: 8.15% Both V0 and V1 yield high rankings for the eight UNESCO categories. The following are the most frequent choices for gender equity: [Question 2] [D] The misconception that gender inequities are part of the "natural order of things" ~ 65% [Question 3] [C] Do research on the full sharing of human nature by men and women, and [E] Start at home, showing that husband and wife are equal partners ~ both 43% [Question 4] [E] Both B and C above but not A and D ~ 61%, where [B] The reformation of secular institutions to achieve full gender equity in work responsibility and roles of authority, and [C] The reformation of religious institutions to achieve full gender equity in ministerial responsibility and roles of religious authority [Question 5] [F] All the above ~ 47%, and [B] Giving boys and girls the same opportunities for integral human development ~ 27% Most responses are in favor of overcoming patriarchy in secular institutions, and many responses are also in favor of overcoming patriarchy in religious institutions. The following are the most frequent choices for health care: [Question 7] [F] All the above ~ 40%, and [A] Many people take health for granted until they become sick ~ 37% [Question 8] [E] B, C, and D above but not A ~ 67%, and [B] Avoid polluting the environment ~ 22% [Question 9] [A] Reformation of health care systems so as to make health care more accessible and affordable ~ 54% [Question 10] [E] Recognition that psychological violence is at least as bad as physical violence in causing mental illness ~ 31% The dominant reason for people not to take good care of their own health is poverty (lack of access, lack of affordability), and there is increasing recognition of the negative health impacts of psychological violence. The following are the most frequent choices for environmental stewardship: [Question 12] [B] Indulging in extravagant consumerism, especially in the First World ~ 50% [Question 13] [C] Work for both social justice and environmental justice ~ 74% [Question 14] [G] All the above ~ 60%, where "all the above" refer mostly to incentives or disincentives pursuant to "greening" of institutions. [Question 15] [G] All the above ~ 65%, where "all the above" refer mostly to letting go of idealism and false hopes. There is a remarkable consensus on the need to overcome addictive consumerism and refocus on improving social and environmental justice via tax policies and specific incentives. The following are the most frequent choices for rural development: [Question 17] [C] Lack of opportunities for human development ~ 47%, and [F] The perception that resources and opportunities are concentrated in the cities ~29% [Question 18] [F] If you live in a city, select C or D ~40%, where [C] If you live in a city, promote the allocation of resources to rural areas ~ 18% and [D] If you live in a city, promote the allocation of resources to research in agricultural and/or forestry best practices ~ 19% [Question 19] [A] In government, checks and balances to ensure a fair distribution of resources between rural and urban areas ~ 57%, and [E] In the business world, provide incentives to the relocation of environment-friendly industries to rural areas ~24% [Question 20] [A] Rediscover the high value of agriculture and forestry for the good of society ~39%, and [E] General recognition of the need for heavy taxing of human activities that cause soil erosion and/or deforestation ~ 22%. The high percentage of participants in favor of "checks and balances" may be significant in that it foreshadows a wider understanding and implementation of the principle of subsidiarity, which is already explicitly included in the constitution of the European Union. The following are the most frequent choices for cultural diversity: [Question 22] [C] Ignorance that breeds intolerance ~ 36%, and [E] Lack of experience in the benefits of cultural diversity ~ 26%. [Question 23] [D] Promote diversity (including gender balance) in the workplace and other secular institutions ~ 53% [Question 24] [F] All the above ~ 47%, but the dominant entry is [B] Increase financial support for gender studies, ethnic studies, and other studies that help young people gain an appreciation for cultural diversity, the positive value of inclusiveness, and the negative value of exclusiveness ~ 32% [Question 35] [C] Overcoming collective delusions about any form of superiority or supremacy ~ 47% Not surprisingly, most responders are in favor of cultural diversity. But while the consensus is strong is favor of fostering some forms of fostering cultural diversity, it is still weak for others. Specifically, there seems to be a reluctance to select options pursuant to overcoming gender discrimination, which is the most universal (and harmful?) way of suppressing diversity. The following are the most frequent choices for human security: [Question 27] [E] A, B, and D above but not C ~ 52%, and [B] The desire for power ~ 31%. [Question 28] [C] Work for social and environmental justice ~ 37%, [A] Teach and practice the power of nonviolence ~ 28%, and [D] Work to close the gap between the very rich and the very poor ~ 20% [Question 29] [D] Create incentives for nonviolence and disincentives for violence at all levels, 37%, [B] Democratic reforms with effective "checks and balances" at all levels (principle of subsidiarity) ~ 26%, and [E] Educate children on the Declaration of Human Rights, the Earth Charter, and the Hannover Principles ~ 20% [Question 30] [E] Both A and B above but not C and D ~ 33%, where [A] Make war and violence "collectively unacceptable" and [B] Make the rich-poor gap "collectively unacceptable," and [F] Both C and D, where [C] Choice A with especial emphasis on gender violence, and [D] Choice B with especial emphasis on gender violence. The desire for power is universally dominant. There seems to be a dichotomy between thinking about power in secular affairs and thinking about power in domestic and religious affairs. Power and violence are good bedfellows. This is especially the case when power is absolute ("power corrupts, absolute power corrupts absolutely"). Patriarchy is a form of absolute power. At this point in human history, it has become commonplace (at least in democracies) to discuss abuses derived from secular forms power; but discussing patriarchal religious power and gender violence (the most universal form of violence) is still taboo in many cultures and institutions. The following are the most frequent choices for sustainable urbanization: [Question 32] [D] Uncontrolled growth ~ 34%, and [C] The attraction of urban jobs, resources, and amenities ~ 19% [Question 33] [A] Do research on incentives for mitigation of urban growth ~ 40%, and [C] Support developing massive transit systems to avoid commuting ~ 33% [Question 34] [B] Reverse migration from rural to urban areas by making rural living more attractive -- economically and socially ~ 77% [Question 35] [G] All the above ~ 33%, and [H] A, B, C, and D above but not E and F ~ 33%, where [E] More toleration for people who start growing fruits and vegetables in their gardens, and [F] More toleration for people who start having chickens, pigs, etc., in their backyards. Most people now live in cities and therefore have a vested interest in cities becoming sustainable. Supplying cities with food and other commodities is a critical issue, as the economic and environmental costs of transportation are becoming increasingly unsustainable. But very few people are ready to tolerate pigs and chickens running around in the neighborhood. The following are the most frequent choices for sustainable consumption: [Question 37] [D] Lack of appreciation for a simple lifestyle ~ 43% [Question 38] [E] Start by moderating your own consumption habits ~ 63% [Question 39] [H] All the above ~ 59%, where "all the above" are choices for "society to do something." [Question 40] [E] All the above ~62%, where "all the above" are choices for better recognition of something "by everyone." The high percentages in favor of embracing a simpler lifestyle and moderating their own consumption habits are very encouraging. But the high percentages who are willing to rely on amorphous collective efforts devoid of leadership are very discouraging. It is hard to envision many people embracing a simpler lifestyle, and moderating their own consumption habits, without massive social and cultural support. The "lessons tentatively learned" in V1 are the summary statements in red embedded in the preceding list. It cannot be overemphasized that the objective of this consultation is to gather requirements for ESD. These requirements must be articulated as issues or problem areas that sustainable development practitioners have to deal with, and therefore must be considered and discussed in ESD programs. This exercise is not about formulating practical solutions (let alone "the" solution) to any of the complex issues related to sustainable development. At the moment, a more modest (but perhaps feasible) objective is to gather a good inventory. If the inventory of issues could be organized as a taxonomy, with each issue linked to applicable knowledge resources, then it might become more useful. But first we need a good inventory of issues. Needless to say, the inventory of issues should be amenable to accommodating new issues as they emerge. |Back to OUTLINE| 5. Combined Assessment of the V0 and V1 Tests As of 24 April 2009, the V0 survey had been completed by 61 participants. As of 27 May 2009, the V1 survey had been completed by 129 participants. So the number of participants doubled. But the distribution of participants by role in sustainable development is very similar for V0 and V1: Figure 1. Participation by Role in Sustainable Development - V0 and V1 People could select more than one role, so the numbers add up to more than 61 for V0 and more than 129 for V1, but the distributions are very similar, with most of the participants being researchers and educators. There is a good representation of volunteers and consultants, but very few executives and government officials participating thus far. The combined analysis of V0 and V1 results leads to further refinement of both the question formats and the underlying Freire-Wilber design. Freire's method of iterative questions and answers remains as the intrinsic educational philosophy. This means that the iterative succession of questions and answers is always open to adaptation and is never constrained by elitist agendas. Wilber's AQAL model is used to improve coverage of all pertinent issues in the consultation questionnaire. This means that the questionnaire must take into account the individual-interior, collective-interior, individual-exterior, and collective-exterior quadrants. Within each quadrant of the AQAL model, attention is focused in the eight areas prescribed by UNESCO. This means that there must be at least eight questions for each of the quadrants, one for each of UNESCO's key educational themes. QUESTIONNAIRE DESIGN Let us consider first the continuing refinement of the underlying questionnaire design. Wilber proposes an integral model of reality with four quadrants. At this point, the reader may want to revisit the May issue, Section 4 and supporting references. A basic visualization of Wilber's integral theory is as follows: Upper-Left Quadrant (ULQ) CONSCIOUSNESS "I" Interior-Individual Intentional Upper-Right Quadrant (URQ) BEHAVIOR "It" Exterior-Individual Behavioral Lower-Left Quadrant (LLQ) CULTURE "We" Interior-Collective Cultural Lower-Right Quadrant (LRQ) SYSTEMS "Its" Exterior-Collective Social Figure 2. The AQAL (All Quadrants, All Levels) Integral Theory Adapted from Ken Wilber, Wikipedia, 2009 Reference: Introduction to Integral Theory and Practice, Ken Wilber, Integral Institute, 2004. An "unsustainable world" interpretation of the four quadrants is as follows: Upper-Left Quadrant (ULQ) EGOCENTRIC MATERIALISTIC DESIRE FOR GRATIFICATION Sources: Jesus, Bahaullah, Freud, Jung Upper-Right Quadrant (URQ) MOSTLY SELF-SERVING SELDOM FOR OTHERS EXTRAVAGANT CONSUMPTION Sources: Skinner, Pesch, Gorbachev, Girard Lower-Left Quadrant (LLQ) UNHEALTHY LIFESTYLES CULTURE OF CONSUMERISM Sources: Carson, Brundtland, Fey&Lam, Komiyama Lower-Right Quadrant (LRQ) HIERARCHY IN GOVERNANCE UNSUSTAINABLE DEVELOPMENT Sources: Taparelli, Ketteler, Bosnich, Monsma Figure 3. AQAL Model of the World as of 2009 Adapted from Ken Wilber, Wikipedia, 2009 Reference: Introduction to Integral Theory and Practice, Ken Wilber, Integral Institute, 2004. A "sustainable world" interpretation of the four quadrants is as follows: Upper-Left Quadrant (ULQ) SPIRITUALITY INNER JOURNEY DESIRE FOR PEACE WITH JUSTICE Sources: Jesus, Bahaullah, Freud, Jung Upper-Right Quadrant (URQ) SOLIDARITY ACTING PERSON MODERATE CONSUMPTION Sources: Skinner, Pesch, Gorbachev, Girard Lower-Left Quadrant (LLQ) HEALTHIER LIFESTYLES CULTURE OF SUSTAINABILITY Sources: Carson, Brundtland, Fey&Lam, Komiyama Lower-Right Quadrant (LRQ) SUBSIDIARITY IN GOVERNANCE SUSTAINABLE DEVELOPMENT Sources: Taparelli, Ketteler, Bosnich, Monsma Figure 4. AQAL Model of a Sustainable World Adapted from The Four Worlds of Sustainability, Barrett Brown, Integral Institute, 2007 References: Integral Sustainability 101, Barrett Brown, Integral Sustainability Center, Integral Institute, 2004. Theory and Practice of Integral Sustainable Development - Part 1: Quadrants and the Practitioner, Barrett Brown, Integral Institute, AQAL: Journal of Integral Theory and Practice, 1 (2), 2005, pp. 351-386. Theory and Practice of Integral Sustainable Development - Part 2: Values, Developmental Levels, and Natural Design, Barrett Brown, Integral Institute, AQAL: Journal of Integral Theory and Practice, 1 (2), 2005, pp. 368-448. The Four Worlds of Sustainability: Drawing Upon Four Universal Perspectives to Support Sustainability Initiatives, Barrett Brown, Integral Sustainability Center, Integral Institute, 2007. Figure 4 represents a situation of solidarity and sustainability as might be reached in the future, after the right incentives have translated the common good requirements so they become part of self-interest, the power of nonviolence prevails, there is harmony between humans and the human habitat, and the culture of consumerism has been translated into a culture of both social and environmental justice. Utopian perhaps, but utopias are worth working for if the end result is a still imperfect but better (and sustainable!) world. COMPOSITION OF QUESTIONS The V0 questionnaire attempted to mimic Freire's "Qs & As" educational model for each of the eight UNESCO priorities. There was a mix of several kinds of questions, such as "ranking," "select all that apply," and "essay." The V1 questionnaire added Wilber's structuring to the questions under each of the eight UNESCO categories. For each category, there was a "relevance ranking" question and four "multiple choice" questions (one for each of the AQAL quadrants). The feedback received from many participants is that the "multiple choice, select the best answer" questions were too restrictive. Most participants also missed the opportunity to enter their own ideas to foster sustainable development, as allowed by the V0 survey form. The participant's feedback also included the need to minimize bias. The process of refining the questions to maximize neutrality will be a continuing effort. |Back to OUTLINE| 6. ESD Consultation V1.5 Revised Test Per the previous section, a relaxation of the "multiple choice, select the best answer" questions is required. As before, V1.5 will include five questions for each one of the UNESCO educational categories: The 1st question will check the relevance of the UNESCO "key theme" The 2nd question will cover issues from the perspective of the ULQ The 3rd question will cover issues from the perspective of the URQ The 4th question will cover issues from the perspective of the LRQ The 5th question will cover issues from the perspective of the LLQ And, again as in V1, the first question will ask for a "relevance ranking" of the UNESCO themes. Version 1.5 again includes 5 questions for each UNESCO key area, for a total of 40 questions. In each group of 5, the first question is a "relevance ranking" of the UNESCO key area, where "relevance" means "relevance for sustainable development." The second question requires selecting one root cause from a list but allows the participant to enter another root cause. The format of the third, fourth, and fifth questions is "select all the options that apply and/or enter an additional option." It is hoped that Version 1.5 will yield a more complete inventory of options to be considered for each quadrant. In this exercise we are thinking in global terms, and we are also attempting to think "outside the box." The ultimate goal is to develop a globally useful instrument that can be further refined by locality, country, region, and culture. |Back to OUTLINE| 7. Evolution of the V0, V1, and V1.5 Forms Successive monthly iterations of the survey must be versioned. It is important to track the questionnaire changes from version to version, as this is the only way to understand changes in the answers over space and time. To continue this process, Figure 5 is a comparison of the questionnaire designs for V0, V1, and V1.5: Figure 5. ESD Consultation Forms, Versions 0, 1, and 1.5 NOTATION: Qs = Questions, As = Answers MC = Multiple Choice, AA = All that Apply MC+ = Multiple Choice + Enter Choice AA+ = All that Apply + Enter Choice ULQ = Upper Left Quadrant (Individual Conscience) URQ = Upper Right Quadrant (Individual Behavior) LRQ = Lower Right Quadrant (Collective Systems) LLQ = Lower Left Quadrant (Collective Culture) In brief, Version 0 included five questions for each area, the area relevance rating question and four additional questions pertaining to the area. Version 1 also included five questions for each area, but the area relevance rating question was followed by four "multiple choice" questions that pertain to the area, one from the perspective of each quadrant. Version 1.5 again includes 5 questions for each UNESCO key area, for a total of 40 questions. In each group of 5, the first question is a "relevance ranking" of the UNESCO key area, where "relevance" means "relevance for sustainable development." The second question requires selecting one root cause from a list but allows the participant to enter another root cause. The format of the third, fourth, and fifth questions is "select all the options that apply and/or enter an additional option." |Back to OUTLINE| 8. Updated Plan for Stepwise Refinement The following documentation is available to keep track of the stepwise refinement process: FIRST ITERATION - VERSION 0 - APRIL 2009 Education for Sustainable Development 1 - April 2009 ESD Consultation Form V0 online during April 2009 ESD Consultation Spreadsheet V0 as of 24 April 2009 ESD Consultation Summary Report V0 as of 24 April 2009 SECOND ITERATION - VERSION 1.0/1.1 - MAY 2009 Education for Sustainable Development 2 - May 2009 ESD Consultation Form V1 online during May 2009 ESD Consultation Spreadsheet V1 as of 27 May 2009 ESD Consultation Summary Report V1 as of 27 May 2009 THIRD ITERATION - VERSION 1.5 - JUNE 2009 Education for Sustainable Development 3 - June 2009 ESD Consultation Form V1.5 online during June 2009 ESD Consultation Spreadsheet V1.5 ~ TBD during June 2009 ESD Consultation Summary Report V1.5 ~ TBD during June 2009 The results of this revised test will be reported in the July issue. The plan is to do stepwise refinement of the consultation form in monthly (quarterly?) iterations. Each iteration will be versioned and analyzed. Each iteration will bring to the surface deficiencies to be fixed and, hopefully, some additional insights. Convergence on a well tested and validated consultation form may take several iterations. Then we can attempt to bring the survey to the attention of a wider audience. Your patience and continued collaboration are respectfully requested. To participate in the version 1.5 test, click on the link below to access the revised consultation form. ONLINE CONSULTATION FORM V1.5 Remember to click on "submit" at the end so that your answers are recorded. Going forward, the plan is to version the succession of iterations. Specifically, the survey form (questionnaire), the spreadsheet database, (collected answers), and the summary report (analysis of questions and answers) will be versioned. Transparency is the name of the game. |Back to OUTLINE| 9. Prayer, Study, and Action Prayer September 20, 2009 International Day of Prayer and Action for Human Habitat Source: Habitat for Humanity Study Review the following slide presentation: Globalization in the Mirror of History Part 1 - Globalization before the 18th century Part 2 - Globalization since the 18th and 19th centuries by Nayan Chanda Yale Center for the Study of Globalization November 2003 Action Take time (one hour?) to participate in the Consultation on Education for Sustainable Development The following educational goals are covered: Education for gender equality Education for health promotion Education for environmental stewardship Education for rural development Education for cultural diversity Education for peace and human security Education for sustainable urbanization Education for sustainable consumption This is the link: Consultation Form Version 1.5 |Back to OUTLINE| |Back to SUMMARY| |Back to OUTLINE| |Back to SECTION 1| |Back to SECTION 2| |Back to SECTION 3| |Back to SECTION 4| |Back to SECTION 5| |Back to SECTION 6| |Back to SECTION 7| |Back to SECTION 8| |Back to SECTION 9| | Link to Page 2 |              |Link to the Home Page| NEWS FROM THE MILLENNIUM PROJECT The Millennium Project has announced the publication of Futures Research Methodology Version 3.0 (FRM-V3), edited by Jerome C. Glenn and Theodore J. Gordon. It is the largest, most comprehensive collection of internationally peer-reviewed methods and tools to explore future possibilities ever assembled in one resource. FRM-V3 contains 39 chapters totaling about 1,300 pages. COVER & LIST OF CONTENTS For more information, visit the FRM-V3 Home Page. BACKGROUND The Millennium Project is a global participatory futures research think tank of futurists, scholars, business planners, and policy makers who work for international organizations, governments, corporations, NGOs, and universities. The Millennium Project manages a coherent and cumulative process that collects and assesses judgments from its several hundred participants to produce the annual "State of the Future", "Futures Research Methodology" series, and special studies such as the State of the Future Index, Future Scenarios for Africa, Lessons of History, Environmental Security, Applications of Futures Research to Policy, and a 700+ annotated scenarios bibliography. INTERNATIONAL ECUMENICAL PEACE CONVOCATION Kingston, Jamaica, will be the host city for the International Ecumenical Peace Convocation in May 2011. The convocation is sponsored by the World Council of Churches (WCC) and will meet under the theme "Glory to God and peace on earth". It will be the culmination of the WCC's Decade to Overcome Violence (DOV), which has sought to network and bring attention to the peacemaking initiatives of its various member churches. For more information, see the convocation announcement.

Divinity & Humanity Selected web sites: Anima & Animus Dante's Divine Comedy Gateway to the Holy Bible Gateway to the Holy Qur'an Girardian Biblical Reflections Homo sapiens sapiens Human Behavior Human Conscience Human Emotions Human Ethics Human Evolution Table Human Evolution Timeline Human Freedom & Free Will Human Motivations Human Nature Human Person Human Psychology Human Reasoning Human Rights Human Sexual Behavior Human Sexuality Human Violence Humanity & Christianity Humanity & Islam Humanist Culture Humanity & Judaism Mimetic Theory One World, Under God Original Unity of Man & Woman Origins of Humankind Religion & Spirituality Religion and Nature Science, Religion & Human Brain Sacrifice & Paschal Mystery Theology of the Body Two Wings of a Bird Homo sapiens sapiens Homo sapiens sapiens Poor Girl - Cambodia Homo sapiens sapiens Poor Girl - Africa Homo sapiens sapiens Ursula M. Burns President, Xerox Corporation Homo sapiens sapiens Street Boy - China Homo sapiens sapiens Rt. Rev. Jane Alexander Bishop of Edmonton Anglican Church of Canada Homo sapiens sapiens Sonia Sotomayor U.S. Federal Judge Supreme Court Nominee Homo sapiens sapiens Chinese Farmer Don Tai, China Homo sapiens sapiens Nicolas Sarkozi President of France Homo sapiens sapiens Poor Sick Girl - Africa Solidarity & Subsidiarity Selected web sites: Amnesty International Christian Solidarity Worldwide Christian Solidarity Climate Change-Human Solidarity Conception of Gender Equality Crisis & Regulation Dalit Solidarity Network Declaration of Human Rights Ecclesiastical Sexism Fairer Globalization Gender & Global Change Gender, Climate & Security Gender, Democracy & Solidarity Gender Equality - Men & Boys Global Economy & Ethics Global Solidarity (ICTU) Global Solidarity Dialogue Global Solidarity Globalization & Solidarity Heavenly Sexism Human Rights & Gender Equity Human Solidarity & Climate Human Solidarity & Economics Human Solidarity & Gender Human Solidarity & Security Human Solidarity & Justice Human Solidarity & Poverty Human Solidarity Video Inter-Gender Solidarity Inter-Parliamentary Union Market Economy & Ethics Millennium Development Goals NCC Eco-Justice Resources New Civilization Network No Fast Track on Poverty Policy Innovations Poverty Reduction Network Precautionary Principle - Wiki Precautionary Principle - Wings Precautionary Principle - SEHN Principle Of Acceptance Principle Of Action/Reaction Principle of Adaptation Principle Of Denying Opposites Principle Of Immediate Action Principle Of Liberty Principle Of Pleasure Principle of Proportion Principle of Solidarity Principle of Subsidiarity - Acton Principle of Subsidiarity - PD Principle Of Cumulative Actions Principle of Timely Action Principle Of Wise Action Principles of Valid Action Prophet of Human Solidarity Social Psychology Network Social Solidarity - Durkheim Social Solidarity - Wiki Solidarity Orgs Directory Subsidiarity & Human Rights Subsidiarity in Organizations Toward Global Solidarity UN Human Rights Pubs Values for Human Solidarity 'We are also Human' When More is Less Sustainability & Sustainable Development Selected web sites: A Blueprint for Survival AIRNOW - Air Quality Site Alliance for Sustainability Biodiversity International BP Energy Charting Tool BP Environment Charting Tool Climate-Biodiversity Climate-Cost of Inaction Climate-ENERGYMAP Climate-Human Rights Climate Change-IPCC Climate Change-IUCN Climate Policy-PEER Climate Change-UN Gateway Climate Change-UFCCC Columbia Earth Institute Development Gateway Earth Charter Initiative Earth Policy Institute Earth Protect (Green Videos) Earthwatch Worldwide Ecopsychology/NatureConnect Eikosphere Encyclopedia of Earth Energy - Peak Oil Alternatives Energy - Peak Oil Big Picture Energy - Peak Oil Brain Food Energy - Peak Oil Directory Energy - Peak Oil Hubbert Energy - Peak Oil ODAC Energy - Peak Oil Primer Energy - Renewable Energy - Renewable Directory Energy - Renewable Options Energy - Renewable REN21 Environmental Defense Fund Forum for the Future Forum of Health Research Fostering Sustainable Behavior Global Oceans Green Design Institute German Sustainability Guide Green Design Institute EIOLCA Impact of Financial Crisis Int'l Inst of Sust Dev Learning for Sustainability Millennium Development Goals Millennium Eco-Assessment Natural Resource Forum New Industrial Revolution Planet 2025 Network Scorecard - Pollution Information Sustainability - BIONIS Sustainability - Brundlandt Sustainability - Economics Sustainability - Excellence Sustainability Institute Sustainability Journal Sustainability - Seven Triads Sustainability - Top 10 Myths Sustainable Development BINK Sustainable Development HB Sustainable Development PBL Sustainable Development Wiki Sustainable Energy E-Book Technology & Climate Change The Hannover Principles The Value-Behavior Gap The Ecocosm Paradox UN Environmental Program UN Human Habitat UN Population Network UN Social Development UN Sustainable Development UN UNDP Development Prog UN UNEP Environmental Prog UN UNESCO (Education) UN UNFPA (Population) UN UNICEF (Children) UN UNIFEM (Women) UN UNU Dev Economics UN Women Watch World Environmental Org World Resources Institute World Watch Institute WTO's Development Crumbs Educational Resources for Sustainability & Sustainable Development Selected web sites: Academic Earth Academy for Educational Development Biomimicry Institute Bioneers Center for Youth Development Child Trends Cloud Institute Ecoliteracy Center EcoSeed Global Green Portal Education for Sustainability ESD - AASHE ESD - BINK ESD - Business Cases ESD - eBook ESD - GDRC ESD - HEA - UK ESD - HEFCE UK ESD - PLoS ESD - Toolkit ESD - UNESCO Bangkok ESD - UNESCO Nairobi ESD - UNESCO WC2009 ESD - UNU ESD - USA ESD - Wales UK ESD - Wikipedia Environmental Ed - EEAO Environmental Ed - NAAEE Facing the Future Global Warming is Real Green Teacher Integral Ecology Center Integral Education Integral Institute Integral Sustainability Center Integral University Next Step Integral OER Commons OER Handbook OLCOS Roadmap 2012 OpenCourseWare Consortium Partnership for Global Learning PBS Natural Resources PBS Videos on Social Issues Sustainability Higher Education Teachers Without Borders UNU OpenCourseWare UNESCO Open Training UNESCO World Heritage Center Vision 2050 Roadmap WGBH Educational Resources Violence & Nonviolence Selected web sites: Albert Einstein Institution Center for Nonviolent Conflict Center Global Nonkilling Christian Nonviolence Christianity & Violence Christian Patriarchy Culture of Patriarchy Culture of Peace Dalai Lama Foundation Educators for Nonviolence Farewell to Pax Americana Gandhi Nonviolence Institute Gender Violence Directory Global Directory Peace Studies Global Nonviolence Greenpeace International Ideologies of War and Terror Kroc Peace/Justice Institute Metta Center MLK Jr Library & Archive MLK Jr Principles of Nonviolence Nonviolence International Nonviolent Conflict Resolution Patriarchy & Christianity Patriarchy & Domestic Violence Patriarchy & Gender Violence Patriarchy & Hinduism Patriarchy & 'Honor Killings' Patriarchy & Islam Religion and World Peace Pax Americana Pax Christi Pax Humanitas Pax Natura Pax Romana Peace & Solidarity Network The End of Pax Americana? The Patriarchs are Coming! Understanding Patriarchy University for Peace Violence and Religion Indicators & Trends Selected web sites: Basic Capabilities Index Child & Youth Indicators Child Development Index Corruption Perceptions Index Ecological Footprint Economic Freedom Index Education for All Index Emissions Data (EDGAR) Env & SD Indicators Env Performance index (EPI) GDP (PPP) Per Capita Gender Equity Index Genuine Progress Indicator Global Corruption Barometer Global Gender Gap Index Global Peace Index Gross Domestic Product Human Development Index Human Development Trends Human Trafficking Indicators ICT Development Index Living Planet Index Population Growth Redefining Progress Sustainability Indicators UN-CSD SD Indicators UN-MDG Millennium Indicators USA-IGW SD Indicators Children & Youth Selected web sites: Children & Youth Children, Youth, and Families Children's Digital Library Climate Change for Kids Education for All Env Education Center Env Links for Kids Env Websites for Kids Facing the Future Natural Resources Kids Web Story of Stuff Tunza for Youth & Children Voices of Youth WebQuest Resources Our Common Future Selected web sites: A Future Without War Bahá'í Vision of the Future Corporation 20/20 Facing the Future Focus on the Future Future Generations Future of Humanity Institute Futures Research Institute Futures Research Methodology Futures Research Methods Global Trends 2025 Green Futures Growth in Transition Our Common Future Shaping Tomorrow State of the Future Sustainable Futures Institute World Future Society Millennium Development Goals (MDGs) MDG Definitions: 1. Reduce poverty and hunger 2. Educating all children 3. Empowering women 4. Saving children 5. Caring for mothers 6. Combating disease 7. Using resources wisely 8. Working together MDG Resources: MDG Atlas MDG Basic Indicators MDG Core Strategy MDG Dashboard MDG Data (DevInfo) MDG Local Resources MDG Monitor MDG National Resources MDG Progress Report 2008 MDG Slides (Columbia) MDG Slides (SlideShare) MDG Targets & Indicators MDG-Net and DGP-Net MDGs and Governance MDGs and Health MDGs and Human Rights MDGs and Youth MDGs UN Gateway MDGs UN Project Related Resources: Earth Charter Gender Equity Index 2008 Global Trends 2025 HDR Report 2007-2008 Human Rights Watch 2008 Living Planet Report 2008 UNESCO Yearbook 2008 WESS Report 2008 World Development 2008 World Disasters Report 2008 World Energy Outlook 2008 World Health Statistics 2008 World Population 2008 World Resources 2008 World's Girls 2008 Industrial Development 2009 World's Forests 2009 State of the World 2009 UNEP Year Book 2009 World's Children 2009 World Water Report 2009 UNESCO GMR 2009 WB-IMF MDG GMR 2009 IMF WEO 2009 REN21 Renewable Energy 2009 Gender and Governance Carbon 2009 Little Green Data Book 2009 OECD Social Indicators 2009 Current Outlook: MDG Indicators DevInfo (UN Database) Good Practices for Using DevInfo Current Outlook by MDG: 1. Reduce poverty and hunger 2. Educating all children 3. Empowering women 4. Saving children 5. Caring for mothers 6. Combating disease 7. Using resources wisely 8. Working together Maps of Human Knowledge Selected web sites: Author Mapper Biodiversity Info Standards DDC Classification DDC - OCLC Version Encyclopedic - Britannica Encyclopedic - Directory Encyclopedic - Wikipedia Internet Archive LCC Classification LCC CyberStacks Map of Human Knowledge Map of Knowledge Maps of Science - LANL OCLC/WorldCat PelicanWeb Knowledge Taxonomy Topic Maps - Cocking Topic Maps - Biezunski Topic Maps - Cocking Topic Maps - ISO 13250 Announcements GLOBAL CHALLENGE 2009 The International Sustainable Development Research Society (ISDRS), Utrecht, The Netherlands, 5-8 July 2009. See the conference flyer and the conference website. Email contact: FBU Conference Office. SEXUAL VIOLENCE The Sexual Violence Research Initiative (SVRI) is pleased to invite you to its first conference, to be held in Johannesburg, South Africa, 6 - 9 July 2009. For more information and points of contact, visit the SVRI Forum 2009 and the SVRI web site. CONSERVATION BIOLOGY Society for Conservation Biology, 11-16 July 2009, Beijing, China. See the CONBIO meeting website or contact SCB2009 . SYSTEM SCIENCES The 2009 conference of the International Society for Systems Sciences (ISSS) is to be held in at The University of Queensland, Brisbane, Australia, 12-17 July 2009. Focus on sustainability. For further information and registration visit the conference website. RELIGION, NATURE, AND CULTURE International Society for the Study of Religion, Nature & Culture (ISSRNC). University of Amsterdam, 23–26 July 2009. Conference director: Kocku von Stuckrad. Contact: ISSRNC2009. SYSTEM DYNAMICS International Conference of the System Dynamics Society, 26-31 July 2009, Albuquerque, NM. Visit the conference website and contact the Program Chair. OSLO SUMMER SCHOOL The Oslo Summer School in Comparative Social Science Studies 2009. A course on "Liberation and Participation: Theory and Method for a Social and Political Community Psychology." Lecturer: Professor Maritza Montero, Universidad Central de Venezuela, Caracas, Venezuela. Dates: 27 - 31 July 2009. The syllabus for the course is already posted. For more information: Professor Hilde Eileen Nafstad. RELIGION & CONSUMERISM International Society for the Sociology of Religion, Santiago de Compostela (Spain), 27-31 July 2009. See the conference website for more information. The point of contact is Hilde Van Meerbeeck-Cravillon. GREEN ECONOMICS The 4th Annual Green Economics Conference will take place at Mansfield College, Oxford University, 31 July to 1 August 2009. Please email us at Green Economics Institute if you want to book or speak or reserve a place. UNEP TUNZA CONFERENCE Tunza International Children’s Conference on the Environment, Daejeon, Korea, 17-21 August 2009. For more details visit the Tunza web site or contact the Tunza staff. PSYCHOLOGY & RELIGION International Association for the Psychology of Religion (IAPR 2009), Vienna, Austria, 23 to 27 August 2009. Local organizing committee: Susanne Heine and Herman Westerink, University of Vienna. PRO-ENVIRONMENTAL BEHAVIOR Royal Geographic Society, 26-28 August 2009, Manchester University, UK. Website: AC2009. Abstracts: Louise Reid and Tom Hargreaves. FEMINIST ETHICS & SOCIAL THEORY The Association for Feminist Ethics And Social Theory (FEAST), 24-27 September 2009, Clear Water Beach, Florida. Panels on "Environmental Feminism" and "Evolutionary Psychology." Questions may be directed to Lisa Schwartzman. WORLD POPULATION The International Union for the Scientific Study of Population (IUSSP), 27 September - 2 October 2009, Marrakech, Morocco. For more information, visit the conference website and contact marrakech2009. ISLAMIC THOUGHT International Seminar on Islamic Thought, National University of Malaysia, Bangi, Selangor, Malaysia, 6-7 October 2009. For more info visit the conference website. WOMEN, LEADERSHIP & MOSQUES CFP: Women, Leadership and Mosques: Changes in Contemporary Islamic Authority. Oxford University, 16-17 October 2009. Please send proposals to Hilary Kalmbach. KNOWLEDGE ECONOMY International Conference on Knowledge Economy, South Africa, October 20 - 22nd. See the conference website. The point of contact is Carmen Fitz-Gerald. SOCIAL RIGHTS International Symposium on Social Rights, 22-23 October 2009, Akdeniz University, Antalaya, Turkey. For more information, please visit the conference website . The main point of contact is sosyalhaklar. Additional contacts are Prof. Nergis Mütevellioglu, Assist. Prof. Hale Balseven, Research Assist. Mehmet Zanbak. SCIENTIFIC STUDY OF RELIGION Discoveries in the Scientific Study of Religion, Denver, 23-25 October 2009. Visit the SSSR2009 conference website. Point of contact: Kraig Beyerlein, Program Chair. AFRICA GIS International Conference Africa GIS2009, 26– 29 October 2009, Kampala, Uganda. For more information, please visit the AFRICAGIS2009 web site and contact AfricaGIS 2009. CLIMATE CHANGE The world's climate neutral Scientific Climate Conference, 2-6 November 2009 online. Organized by the Hamburg University of Applied Sciences. For more information, visit the CLIMATE 2009 conference website and contact the conference staff at CLIMATE 2009. Note: the website already includes a listing of climate studies available at the Climate Change Studies Library (CCSL). STATE OF THE WORLD CONFERENCE 2009 November 12-14, 2009, Washington DC. Sponsored by the Integral Institute (Ken Wilber et al). The theme is: "Mobilizing to Save Civilization: A Ten Year Plan to Address Climate Change." From the conference web site: "It is to bring attention to the critical issue of climate change and to catalyze a ten year plan to green our economies that the State of the World Forum is convening a three day conference November 12-14, 2009 in Washington D.C. The 2009 Forum will launch a ten year campaign that will meet in a different world city each year." Current point of contact: DC Hilton Hotel, Washington DC, USA, 1-202-483-3000. Other contacts will be posted as they become available. BEHAVIOR, ENERGY & CLIMATE CHANGE The 2009 BECC Conference is the 3rd annual conference focused on accelerating our transition to an energy-efficient and low carbon economy through an improved understanding and application of social & behavioral mechanisms of change. Sponsored by the American Council for an Energy-Efficient Economy (ACEEE). When: November 15-18th, 2009. Where: Washington DC. For more details visit the BECC 2009 Conference web site or contact the BECC 2009 Conference Chair. EARTH SYSTEM GOVERNANCE "Earth System Governance: People, Places, and the Planet." 2009 Amsterdam Conference on the Human Dimensions of Global Environmental Change. Amsterdam, 2-4 December 2009. Launch event of the Earth System Governance Project, a new ten-year research programme under the auspices of the International Human Dimensions Programme on Global Environmental Change (IHDP). For more information, visit the conference website or contact Frank Biermann. PARLIAMENT OF THE WORLD'S RELIGIONS Parliament of the World's Religions, 3-9 December 2009, Melbourne, Australia. Key topics: Healing the Earth with Care and Concern, Reconciling with Indigenous Peoples, Overcoming Poverty in a Patriarchal World, Securing Food and Water for all People, Building Peace in the Pursuit of Justice, Creating Social Cohesion in Village and City, Sharing Wisdom in the Search for Inner Peace. For more info: PWR2009. NEW GREEN ECONOMY The National Council for Science and the Environment (NCSE) is pleased to request your participation at the 10th National Conference for Science, Policy and the Environment: The New Green Economy: Aligning Science, Education, Markets and Systems for Sustainability to be held January 20-22, 2010 at the Ronald Reagan Building and International Trade Center in Washington, DC. Please plan to join NCSE in a large interactive conference to develop and advance science-based solutions for the creation of a “green print” to achieve a sustainable, new green economy. See the conference website. Questions? Contact the NCSE Green Economy Conference APPLIED ENERGY International Conference on Applied Energy (ICAE2010). Sponsored by the University of Singapore. Theme: "Energy Solutions for a Sustainable World." 21-23 April 2010, Singapore. Call for papers and other conference information: ICAE 2010 Web Site. Point of contact: ICAE 2010. SOCIOLOGY CONGRESS International Sociological Association (ISA) World Congress of Sociology, 11-17 July 2010, Gothenburg, Sweden. Session on "Peace, Conflict, and Climate Change" currently scheduled for Wednesday 14 July 2010. See the conference web site for more details or contact the conference chair, Hans Joas, Universität Erfurt, Germany. RELIGION: A HUMAN PHENOMENON International Association for the History of Religions (IAHR), 15-21 August 2010, Toronto, Canada. Visit the conference website. The conference director is Professor Donald Wiebe. STUDY OF THE COMMONS The International Association for the Study of the Commons (IASC) is accepting for hosting the 13th Biennial Conference, Summer or Autumn 2010. For more information contact Jim Robson and visit the IASCP website. PEACE CONVOCATION The International Ecumenical Peace Convocation (IEPC) will be the Harvest Festival of the Decade to Overcome Violence and at the same time a planting season for fresh initiatives. May 2011, Kingston, Jamaica. Sponsored by the World Council of Churches (WCC). Visit the IEPC web site, which provides points of contact worldwide. CALL FOR PAPERS SUSTAINABILITY SCIENCE Proceedings of the National Academy of Sciences of the United States of America (PNAS). PNAS has launched a new section of the journal dedicated to sustainability science, an emerging field of research dealing with the interactions between natural and social systems, and with how those interactions affect the challenge of sustainability: meeting the needs of present and future generations while substantially reducing poverty and conserving the planet’s life support systems. PNAS seeks original research contributions for this new section on both the fundamental character of interactions among humans, their technologies, and the environment, and on the use of such knowledge to advance sustainability goals relevant to water, food, energy, health, habitation, mobility, and ecosystem services. PNAS welcomes outstanding sustainability science papers addressing spatial scales from the global to the local and drawing on a wide range of disciplinary and multidisciplinary approaches. For more information, please contact Josiah Armour. CALL FOR PAPERS RELIGION & SPIRITUALITY This issue of Feminist Review, edited by Lyn Thomas and Avtar Brah, will explore a range of religious and spiritual practices through the lens of gender, and will encompass both theoretical and empirical approaches. We hope to engage with feminism’s long history of critique of the patriarchal nature of world religions such as Christianity, Judaism and Islam, and more recent problematisations of these approaches in light of feminism’s relationship to the Enlightenment and to colonialism. Recent work on the gendering of secularisation theories and on women’s practice of faith and spirituality has complicated and nuanced feminist approaches to religion; this issue will address these questions, while attempting to broaden the debate beyond the binary oppositions and alignments of religion (and most notably Islam) with tradition and ‘backwardness’, and of feminisms with modernity and secularism. Submissions for the issue are welcomed from now until February 28th, 2010. Point of contact: Dr Lyn Thomas. Call for Papers Both subscribers and nonsubscribers are cordially invited to submit a paper to be considered for publication in the PelicanWeb Journal of Sustainable Development as an "invited paper." It should be related to the journal's theme about solidarity, sustainability, and nonviolence as the three pillars of sustainable development. In particular, the current focus is on education for sustainable development. Some suggested themes: Successful initiatives to foster solidarity, sustainability, and nonviolence Gender equality as a positive factor for sustainable development Removal of obstacles for progress toward any or all the UN MDGs Management of technologies for social and environmental justice How to foster human development via spirituality and the inner journey How to foster human and social development via acts of solidarity How to improve systems of governance via checks and balances How to evolve collectively toward a culture of sustainability Invited papers will be published in a separate web page. If you have friends who could submit a good paper, please invite them to do so. Please email your papers to the Editor. |Back to OUTLINE| SUBSCRIBE Subscribe to the "Solidarity, Sustainability& Nonviolence" E-Journal Enter your email address: Browse Archives at groups-beta.google.com

CONSULTATION ON EDUCATION FOR SUSTAINABLE DEVELOPMENT CURRENT CONSULTATION SURVEY VERSION 1.5 Consultation goals and overview, survey form with 40 questions CURRENT CONSULTATION DATABASE VERSION 1.5 Tabulation of entries by all participants in spreadsheet format CURRENT ANALYSIS OF QUESTIONS AND ANSWERS Based on feedback from V0 (61 responses) and V1 (129) responses "Ring the bells that still can ring Forget your perfect offering There is a crack, a crack in everything That's how the light gets in." Leonard Cohen, Anthem GROUP COMMANDS AND WEBSITES Write to the Editor Send email to Subscribe Send email to Unsubscribe Link to the Google Groups Website Link to the Home Page CREATIVE COMMONS LICENSE Copyright © 2009 by Luis T. Gutierrez Page 1

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