Education for Sustainable Development and Subject-Specific Education

Authors: Péter Bagoly-Simó*, Humboldt-Universitaet zu Berlin
Topics: Geography Education
Keywords: ESD, school geography, theories
Session Type: Paper
Day: 4/10/2018
Start / End Time: 10:00 AM / 11:40 AM
Room: Napoleon A1, Sheraton, 3rd Floor
Presentation File: No File Uploaded


The aim of this paper is to explore theoretical positions on Education for Sustainable Development (ESD). Following the 1992 Earth Summit in Rio de Janeiro, Dobson (1996) counted already several hundreds of conceptualizations of sustainable development. Similarly, conceptualizations of ESD experienced growing attention. Myriad disciplines have contributed to theorizing sustainable development and ESD. Overall, two main trend seem to be of central importance in this context On the one hand, the three pillars/poles model of sustainable development joins ecological, economical, and social perspectives. On the other hand, alternative conceptualizations stress the importance of intra- and intergenerational equity and justice. In terms of ESD, conceptualizations tend to rely upon what ESD does not stand for when contrasted with Environmental Education, Global Learning and other adjectival educations. Along with general education sciences, subject-specific education has repeatedly implemented aspects of ESD. However, these actions rarely read beyond practice and add-on generic skills and knowledge. Therefore, this paper explores ht theoretical contributions of different subject-specific education disciplines to ESD.

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