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Contents:

1 - Introduction; 2 - sustainability and higher education; 3 - Sustainability and lifelong learning; 4 - An analysis of the development of sustainability education internationally: evolution, interpretation and transformative potential; 5 - Citizenship and community from local to global: implications for higher education of a global citizenship approach; 6 - Learning be doing; 7 - Eco-design; 8 - Sustainable development and sustainable development education; 9 - Sustainability and education in the built environment; 10 - Sustainable transport and logistics; 11 - Accounting education and sustainability; 12 - Towards a new economics?; 12 - Social policy and sustainable development; 14 - Sustainable development, sociology and UK higher education,; 15 - Politics and sustainable development; 16 - Geography; 17 - Sustainability and philosophy; 18 - Conclusion: the future - is sustainability sustainable?

Review:

Education was one of the key planks of Agenda 21. Since education is being put forward constantly as the one way to change our approach to the management of the planet it follows that we ought to see how far sustainable education is actually getting done in HE. The results of this survey make interesting reading.

The introduction gives us the 'bottom line response' that sustainability education (SE) is progressing only slowly and that there are many factors working both for and against it. One argument is that we should be producing lifelong learners in HE and that if they are truly reflexive as critical learners should be then SE will be a key part of their work. Of course, as anyone in HE (or education generally!) knows there can be a huge gap between rhetoric and reality. To examine these elements, this book is divided into two parts. The first part examines the theory of SE as it relates to HE. Chapter two considers the role of SE at a time when universities are under increasing pressure around the world. Chapter three argues that if lifelong learning is to mean anything then it means a willingness to embrace new ideas which makes it complementary with SE. Is SE just a UK phenomenon? In chapter three it is argued that it has made an impact in many parts of the world but that the problems faced are similar. Again we hear that SE should be a force in HE but that the reality suggests otherwise. Set against this apparent lack of action are some real conceptual difficulties. As we see in chapter six it's one thing to have SE but if we add other concepts such as global citizenship then we really need to be clear as to the outcome we are going towards. Surely, if HE is about questioning learning then it's also about questioning learning via SE? The contributors of chapter 7 take a sideways look at SE. They argue that all aspects of SE need to be coherent in which case eco-design - the sustainable design process, should be fundamental to university design as well. The final chapter in this part argues for a feminist perspective to be included in SE for the value such a perspective can bring not least in areas where female input is greater. Part one provided a philosophical and conceptual analysis of the situation. Part two aims to examine a range of subjects to see what is being done in SE. Science is excluded (which is a pity although, as the editors rightly point out, it would be a volume in itself!). We start with the built environment. As one might expect form such a central subject there has been some movement especially in terms of designing for environmentally efficient buildings. Transport is next with a mixed set of signals. On the one hand there is evidence of a desire to move towards more sustainable transport systems (and the need to work on these in HE) whilst on the other hand there's the standard response of taxation by governments. Accounting (chapter 11) is a crucial area (think double and triple bottom line reporting) but this review suggests there's still a very long way to go (which may be more a question of UK HE rather than HE elsewhere). Economics is another area that could make great strides but again the report here suggests its too radical and that only a few things can be accomplished. Social policy (chapter 13) and sociology (14) are linked by the desire to examine the human condition and try to create a more equitable one. However the desire to change meets the economic and political realities of modern HE and both suggest that only token work is carried out. Of all of the cases so far, politics seems to most upbeat. The rise of environmental politics and justice give it a natural edge and there's enough work in the real world to sustain it. Perhaps here is the key - it's not HE but the validity outside for SE that's crucial? Chapter 16 is geography. As a former earth scientist this reviewer was particularly interested in this work. Sadly, it lines up with the others where subject divisions and personal interest preclude any real action. Philosophy, as outlined in chapter 17, can at least lay claim to some work especially given the nature of the subject. The final chapter is a harsh critique of the situation. As a concluding chapter it argues that somethings have been done but that moral education, 'relentless individualism' and a lack of thinking training is schools leaves too much of a gap to fill.

In some ways this is a depressing text especially for someone like this reviewer who came into environmental education over 30 years ago hoping to make a difference. There's far too much lethargy, hypocrisy and inertia at too many levels. We really do need to move forward. Perhaps a start would be to make every intending teacher read this book alongside all HE staff and management - the book really is that good!. Until we get some thinking its unlikely there will be action.