Abstract
In considering the current COVID-19 pandemic as a moment of reflection on a wide variety of issues, this paper discusses the need to rethink the curriculum, in regard to its priorities and in the context of education for sustainability. It does so by revisiting some ideas that have received, or have begun to receive, attention in the field of education. More specifically, the paper focuses on the development of global awareness as an educational goal, the notion of hope and the future dimension of the curriculum, the value of systems and ecological thinking, as well as the value of decision making and the role that knowledge of the nature of science can play in decision making. Given that the world will most likely face in the future complex global issues and problems, just like the COVID-19 pandemic, all the aforementioned ideas deserve particular attention, especially if the curriculum is to promote and foster the idea of sustainability.
Highlights
Even though the notion of sustainability has its origins in Hans Carl von Carlowitz’s work about sustainable forestry in the 17th century [1], its mainstream conception can be traced to the well-known Brundtland Report
In considering the notion sustainability, I will focus on six ideas, namely, global awareness, hope, the dimension of future, systems and ecological thinking, decision making and the nature of science
Fostering sustainability is about hope for a better world in the future, and commitment to sustainability itself is an expression of hope
Summary
Even though the notion of sustainability has its origins in Hans Carl von Carlowitz’s work about sustainable forestry in the 17th century [1], its mainstream conception can be traced to the well-known Brundtland Report. In order for that radically different world to be a better place for children to live in, the idea of sustainability should be, not just seriously considered, but promoted in the context of education. In considering the notion sustainability, I will focus on six ideas, namely, global awareness, hope, the dimension of future, systems and ecological thinking, decision making and the nature of science. The reason why those six ideas were selected—and not some other ones—is that the paper focuses on a curriculum that promotes and fosters the idea of sustainability. The discussion in the paper can be considered a prerequisite for initiating curriculum reform, if the idea of sustainability is taken seriously in the context of education
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