Earth Charter Research Articles

Saving the Earth for Future Generations: Some Reflections

Most legal systems recognize trusteeship functions of individuals or institutions to act on behalf and in the interest of those who cannot legally act for themselves. They can be advanced for the effective protection of future generations and the Earth. Guidance for Earth Trusteeship exist in the form of two agreements created by global civil society, the 2000 Earth Charter and the 2018 Hague Principles. Current opportunities include the UN Secretary General’s call for “repurposing the Trusteeship Council”, the UN Summit of the Future and ongoing developments in many countries towards implementing ecological integrity and rights of nature into their legal systems.

O constitucionalismo global e o projeto constituinte da Terra: Uma análise das formulações teóricas mais recentes de Luigi Ferrajoli

The transformation of contemporary international society in recent decades has strengthened the links between the various regions of the planet and created the necessary conditions for the establishment of the debate about the possibilities of configuring a constitutionalism of global reach. This process has been strengthened recently by the spread of the new coronavirus and by the difficulties encountered in the adoption of coordinated actions among the various States to confront the respective pandemic. It was in this context that the Italian jurist Luigi Ferrajoli formulated the so-called Earth Constituent Project. Thus, the present article analyzes this proposal and its possibilities of realization. The conclusion of the research is that, although the formation of a true global constitutionalism is still unlikely, the implementation of an Earth Charter is fundamental for the expansion of international cooperation, for the peaceful resolution of conflicts, and for the protection of the common goods of humanity. In the pursuit of this study, the hypothetical-deductive scientific method and the bibliographical and documental research technique were used.

Urgency through education: Futures learning through children’s literature

AbstractThe purpose of this communication is to explore possibilities for children’s literature to enable futures learning. It introduces the ways in which two different frameworks might be used to analyse children’s literature. The first framework draws upon the Earth Charter Principles (ECP) (Auld et al., 2021). The second framework brings together the pillars of sustainability with the principles of Education for Sustainability (EfS) in a framework for ecological sustainability of children’s literature (White et al., 2020). The communication starts by introducing a text – a recent example of ‘awarded’ and therefore high-quality children’s literature. We then outline the two frameworks and explore the possibilities of applying these frames for analysing this text. We conclude that the sustainability frameworks are useful tools and resources for analysing children’s literature to determine the quality of the text and how the experience of reading the text may impact children, their learning and their environmental consciousness and practices.

New lenses for a new future. Why science needs theology and why theology needs science

The ecological crisis almost forces different disciplines to search together for a better world.We all share one earth: the closer we reach a certain point, the closer we also come together. This places the paper amid the so-called science and religion dialogue in which theology increasingly takes cognisance of empirical research and scientific data. On the other hand, sciences are becoming increasingly aware of the need to transcend their evidential limitations to find a comprehensive paradigm.This paper will apply an exemplary methodology by selecting the eco-theology of Jürgen Moltmann as a theologian who takes relevant results of scientific ecological research seriously. The Club of Rome, on the other hand, is an example of social (and natural) sciences urging to find a new inclusive paradigm for a world in peril.The juxtaposition of theology and science provides the need for a new value system emerging in social sciences. Randers makes clear that the culture of consumerism had to be replaced by cultural elements that provide substantial longer-term satisfaction and increase well-being.The latest report of the Club of Rome (2022) and Moltmann’s latest two titles on this topic (2019 and 2020) have been integrated into the argument and previous publications of the author.Contribution: This exemplary approach contributes to a scientifically grounded and biblically founded eco-theology. The two exponents of science and eco-theology provide the much-needed vocabulary for each other. The Earth Charter, one could add, provides a grammar for the engagement of eco-theology and environmental science.

Integrating planetary citizenship as a cross-curricular theme and a whole-school approach: using a value-creating approach to learning

This article reflects on the double planetary crises of climate impacts and Covid-19 from a study of certain Indigenous perspectives. An early review of the impact of these crises suggests the importance of resilience at the national and regional level to combat these challenges. Value-creating global citizenship education is a pedagogical approach developed from a study of certain Indigenous perspectives to enhance the United Nations 2030 Agenda for Sustainable Development, and beyond. The key focus of this approach is to build resilience and hope through engaged relationships between learners and their natural, social and educational environments. Using this approach, education for planetary citizenship is proposed as a cross-curricular theme, and a whole-school orientation for education across nation states, within formal and non-formal settings. Under this banner, the study of human relationship to Nature and its exploitation, risks such as climate change crisis, threats from global pandemics and lessons from Green Schools and Eco-Schools are suggested as focal points of study. In discussing these issues, this article enacts a dialogic engagement with multiple world views that brings into focus different ways of thinking about ourselves, society and Nature, such as reflected in the Earth Charter, which can enhance the intercultural dimension of education.

Knowledge alone won’t “fix it”: building regenerative literacy

In the face of multiple crises, there is a pressing need to increase knowledge, skills and commitment to sustainability and climate action both amongst tourism practitioners and academics. There is an opportunity to deepen the concept of literacy in ways that not only capture operational aspects of tourism and carbon, but also embrace cultural and contextual knowledge and practices, so that the host-guest relationship is mutually enriching and contributes to regenerating destinations. This conceptual paper proposes a pathway that moves beyond building domain-specific carbon literacy to growing “Green Service Literacy” and ultimately “Regenerative Literacy.” The vision of Regenerative Literacy connects to deep ecology thinking and decade-long efforts such as those proffered in the Earth Charter. Ultimately, it seeks to (re-)align our lifestyles with nature and ensure the human footprint remains within planetary boundaries. Changes across the tourism system are recommended to enable this transformation.

A Critical Reflection on Online Teaching for Sustainability

By practicing the scholarship of teaching the authors examine their own practices in teaching online applied to in-service teacher education and education for sustainable development as part of ongoing quality improvement effort and annual course revision. This study focuses on “Planetary Perspectives: Toward a Culture of Peace, Sustainability, and Well-Being” which is the first in a four-course Online Certificate in Education for Sustainable Development organized by the Earth Charter Education Center and the University for Peace. The course explores principles of sustainability and the seventeen Sustainable Development Goals and then goes deeper into the environmental, social, and economic spheres of sustainability. The course emphasizes pedagogical practices, such as systems thinking and developing a sustainability worldview. The course also invites students to be involved in their communities, talking to neighbors and colleagues about sustainability issues like climate change and poverty. This community focus is important to ground participants in the communities where they live and work and make progress toward achieving the Sustainable Development Goals. Working in the local community can be transformative to both students and communities.

Human Rights and Responsibilities Towards the Earth System

In one way or other, the Earth as an ecological system, has been the core concern of modern international environmental law since its conceptualization in the 1970s. This article traces notions of stewardship and state responsibilities for the Earth in international instruments and aims to show that, and why, these notions have remained without tangible results. Even after 50 years of the 1972 United Nations Conference on the Human Environment (UNCHE) we can only conclude that international environmental law (IEL) and governance have failed. Essentially, human rights and responsibilities need to be more clearly defined in international law and with respect to the role of the United Nations and its member states. The Earth Charter and its most recent expression in the 2018 Hague Principles provide for a coherent framework of human rights and state responsibilities associated with Earth trusteeship as a future pathway.

『지구 헌장』에 관한 생태학적 연구

This paper is an ecological study on the Earth Charter. The Earth Charter is a declaration of fundamental ethical principles for building a just, sustainable and peaceful global society, with ecological integrity as its main theme. The draft Earth Charter included the most inclusive and participatory process involved in the creation of an international declaration. This process is the primary source of its legitimacy as a guiding ethical framework. The Earth Charter was finalized and launched in 2000, and its legitimacy has been further strengthened by its support by more than 6,500 organizations representing millions of individuals, including many governments and international organizations. This study explored the ecological significance of the Earth Charter. It showed that the Earth Charter highlights the relationship between ecological integrity and sustainable development, and between ecological and social justice. In conclusion, the Earth Charter proposes an integral ecology that emphasizes the interrelationships and interdependences of humans, nature, and society.

An argument for using the Earth Charter Principles as ideological framing in award winning children’s literature

As long as literature has been specifically aimed at children questions have been raised about ideological representations in children’s literature. Award-winning children’s literature generally upholds contemporary standards of moral ideologies in the text. Ideological representations of sustainability and justice are yet to be fully accommodated in the judging criteria of children’s literary awards. The Earth Charter proposes a framework of responsibility for ‘a sustainable global society founded on respect for nature, universal human rights, economic justice and a culture of peace’. This paper proposes an argument for adopting the sixteen principles of the Earth Charter as an ideological framework for selecting award-winning children’s books. The 2018 Australian Children’s Book Council Award for Early Childhood is used as the case for analysis. The award-winning book is analysed using an Ideological Framework for Earth Charter Principles. This framework is adapted from McCallum and Stephens’ (2011) model of Ideological Framing in Children’s Literature. Our analysis revealed that this award-winning book both upholds and violates Earth Charter principles. This paper provides an argument for excluding books from award honours if they violate the principles of the Earth Charter without redefining or resolving the violations. For award-winning children’s literature to stand the test of time, the selection of texts could be referenced to an aspirational document like the Earth Charter that advocates justice for a sustainable future.

Huerto Alegre: an ecocentric socio-educational experience as a critical practice of education for sustainable development

AbstractThis paper explores the innovative socio-educational experience ofHuerto Alegre(Spain), linking it to a critical perspective of Education for Sustainable Development (ESD). Going beyond the ‘pluralist practices’ associated with the ESD, our case study seeks to redefine ESD from a critical and ecocentric perspective within the context of the Earth Charter (EC). Huerto Alegre’s social-educational programme is aimed at children and young people with the objective of creating critical thinking and fostering connections between school and the natural environment by working collaboratively with teaching professionals. The methodology of the paper focuses on a content analysis of the centre’s key documents and on the narratives of students, in addition to an in-depth interview with its director. It also presents a critical reconstruction of the subject. This complements, and gives meaning to, the theoretical debates surrounding ESD — debates that call for structural changes to our current model of society.

Scientific data, ecological conversion and transformative affect

Scientific data supporting rational arguments for human-made causes of climate and environmental changes might be persuasive in some contexts. Law, policy, activism and The Earth Charter similarly appear insufficient to change attitudes and behaviours. Even biblical and theological arguments fail to move some Christians beyond apathy and climate denial. Decades of ecological theology and calls for ecological conversion suggest that appeals to reason and facts are limited without an affective epistemology that join knowledge and experience to produce worldview transformation through emotions, such as awe.Contribution: Departing from appeal to scientific data and arguments alone, the primary claim is that ecological conversion is not singularly a rational act. For broader engagement and action to mitigate climate and environmental degradation, experiential and affective encounter with nature promise wider participation and transformation.

Ecology Meets Integral Ecology Meets Media Ecology

Laudato Si’: On Care for Our Common Home has struck a deep chord with a broad audience. We explore the synergy between the ethical vision of sustainability in the Earth Charter and the encyclical. We position the document within the ecology and media landscapes. Laudato Si’ is remarkable among international statements in its explicit attention to education. We draw out the pivotal importance of education in order for its critical message not to be lost. We argue that education for Laudato Si’ can be advanced in traditional education—formal and non-formal, secular and religious—and in education through the media.

Interview with Fritjof Capra | Entrevista com Fritjof Capra

Fritjof Capra, PhD., physicist and systems theorist, is a founding director of the Center for Ecoliteracy in Berkeley, California. He is a Fellow of Schumacher College (UK) and serves on the Council of Earth Charter International. Capra is the author of several international bestsellers, including “The Tao of Physics (1975), “The Web of Life” (1996), and “The Hidden Connections (2002). He is co-author, with Pier Luigi Luisi, of the multidisciplinary textbook, “The Systrems View of Life” (2014). Capra’s online course (www.capracourse.net) is based on his textbook.

Education for Sustainable Development Review

Education for Sustainable Development Review

ЗЕМЛЯ ЯК МАТРИЦЯ ЖИТТЄДІЯЛЬНОСТІ ЛЮДИНИ

The beginning of the XXI century is marked by a rethinking of many issues, one of which is the phenomenon of the earth. The latter was in the center of the discourse of socio-economic, socio-political, philosophical and environmental problems of our time. The history of mankind is the history of relations between the system «man – earth», characterized by ambivalence. Ukrainian philosophical paradigm has always gravitated to the space of human existence, actualizing the problem of human responsibility. However, it is the classics of Ukrainian literature that most acutely identified the problem of human relations with the earth.According to the analysis of scientific literature, the interaction of man and the earth is considered as a practical relationship, as a sacred relationship and as a condition for the formation of the worldview. These modes are considered in the plane of absolutization of the unit approach. The earth as a phenomenon is connected with the social and individual consciousness, but the earth is not considered as a socio-cultural phenomenon. This situation demonstrates the need for a polyparadigm methodology.More and more researchers note that the preservation of human existence can no longer be provided solely by increasing the material and technical base. It means that mankind should assimilate corresponding values of the attitude to the Earth. We are talking about overcoming the alienation of man from the earth as a consequence of the formation of technical civilization. One of the ways, according to the researchers, is the recognition of the sacred nature of the earth.The attitude of man to the earth as to his «body» is embodied in existentials: project, purpose, freedom, responsibility, hope, fear, etc. Architectonics of the earth is a symbol of the house where the person feels harmony with the world around. This approach overcomes the opposition of «man – earth/nature» and forms different models of human behavior. Man presents himself through the attitude to the earth: the processes of socialization, cultural identification, etc. It is the consideration of this principle that is an important methodological basis for the construction of a new system of interaction «man – earth». The destruction of this connection is felt by man at the level of existential experience. A striking example of the formation of a new paradigm of understanding the phenomenon of the Earth is the «Earth Charter». The earth appears as a multilevel phenomenon, where a person acts as a carrier of certain theoretical and practical ideas. At the same time, the earth is a space of human activity. The return to the categories of «beauty», «joy», «melancholy» indicates the beginning of the transformation of the paradigm of thinking. We witness the deviation from the idea of maximum benefit. These categories open new facets of earth existence and possibilities of their comprehension. Thus, turning to the metaphor «body» of the Earth outlines the possibility of creating an ontological image of the earth, and special attention is paid to the problem of actualization of those technologies corresponding to the essence of the earth.

Examining learning in the course, “Inclusive Leadership for Sustainable Peace”

ABSTRACTThe undergraduate, introductory course, ‘Inclusive Leadership for Sustainable Peace’ aimed to cultivate sustainable peace leaders by inviting students to clarify their own core values and by examining: macro UNESCO Sustainable Development Goals and the Earth Charter; values and approaches of global sustainable peace leaders in their historic and community contexts; and local leadership in organizations committed to healthy ecosystems, society equity, and viable economies. Offered in the spring of 2017 and 2018 at a predominately white, Euro-American, and large master’s comprehensive university in the United States, the core pedagogy of the course involved a critical pedagogy of place, critical peace education for sustainability, a systems approach to leadership, and contemplative inquiry, aimed at promoting deep learning. The primary research question for this study is ‘What do students learn about themselves, others, and their ability to change the world from engaging in this course?’ This exploratory qualitative study involved 10 students. Findings indicate that participants gained personal value clarification, career clarification, and a deeper understanding of their power to make a difference. The article will contribute to the advancement of sustainable peace leadership education.

THE Earth Charter as a New Worldview in a Post-Neoliberal World: Chaos Theory and Morphic Fields as Explanatory Contexts

In order to create a post-neoliberal society we need to change the way we look at the world. This article begins by considering the lesson learned in the case of “Mont Pèlerin,” where ideas that that seemed like unfeasible utopias, relating to the building of a system alternative to the Keynesian welfare state, became inevitable at a time of crisis. In order to explain how this change of view could occur, we turn to chaos theory, Sheldrake’s morphic fields, and, as a concretion of a new worldview, to the Earth Charter. All this converges in specific programs, such as Felber’s Economy of the Common Good, which is a model committed to a profound transformation of neoliberal capitalist globalization.

What Will it Take for Business to Improve Lives?

The proper purpose of any human institution is to improve the lives of the people who depend on it. If we support that proposition, then is there any place for a private-purpose corporation? The question becomes especially urgent as society and the human species face growing threats.This paper posits that the private-purpose corporation, and the neoliberal ideology that affirms it, are major drivers of the social and environmental destruction we daily witness. If that is the case, then what might be essential features of business institutions that would better serve humanity? What might be the role of a Theory of Community. And what might that mean for business education? This paper provides a broad framework for exploring those questions from a humanistic management perspective. It addresses the foundational issue of human purpose, describes the growing momentum for moving societies toward an ecological civilization, and notes the Earth Charter as a valuable source of ethical principles. Finally, it identifies the outcomes the formal institutions of an ecological civilization must serve and concludes with five design principles that these institutions will need to honor to support lives of diversity, beauty, creativity, and meaning for all.

Textbooks as Resources for Education for Sustainable Development: A Content Analysis

Abstract If we intend to successfully integrate Education for Sustainable Development (ESD) in the general educational programs, it is important to utilize available methods and resources. This paper argues that English Language Learning textbooks in Iran have the potential to be useful resources and a viable springboard for the implementation of ESD. For this purpose, the present study explores the content of English textbook series developed by Iranian authors through the lenses of ESD. The framework for analysis was based on UNESCO’s Earth Charter and the Roadmap for Implementing the Global Action Program on ESD. The findings reveal that the themes of sustainability are present in these English textbooks to a good extent. However, the results suggest that there must be a more even distribution of such themes throughout the series. Also, the role of the teacher as a facilitator in developing discussions around such themes is highlighted.