Abstract
The new directions in geography education are predicated not only on the need for knowledge, but also on critically stimulating its development. They view knowledge as a positional good that contributes to the personal social activity of the individual and enables the realization of his privileges, rights and social responsibility. In order to implement these innovations in geographical education and education for sustainable development, stimuli for anticipatory learning and democratic participatory learning-based on interdisciplinary connections and a holistic approach-must be consolidated in a conjunction of necessary educational content for the purpose of creating an active citizenship. The article presents some viewpoints we have to consider in educating and upbringing sustainable and literate citizens which are locally, regionally and globally aware. For reaching that a cross-curricular education should involve a wide range of multidimensional learning goals and we find some important ones. Understanding and realizing the principles of balanced sustainable development should not be a topic for working documents alone. These must become component parts of the knowledge and educational values integral to the educational process.
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