Following the recent UNESCO World Conference on Education for Sustainable Development, many educators are asking a key question: are we educating for the world we want?
Despite many valuable on-the-ground initiatives, the answer is a clear “no” in the wide-ranging forum The Pedagogy of Transition: Educating for the Future We Want, published in May by the Great Transition Initiative (GTI).
Following an opening paper by Stephen Sterling, Emeritus Professor at the University of Plymouth, twenty-eight panellists - including David Orr, Arjen Wals, Vandana Singh, Guy Dauncey, Rajesh Tandon, Isabel Rimanoczy, Iveta Silova and Richard Falk – critique the dominant education models in practice today and reflect on what a “pedagogy of transition” aligned with the long transition to a just, ecological, and fulfilling civilization would look like—and what it already looks like in the classroom/lecture hall and beyond.
The forum contributes to growing international debate on the purposes and role of education by offering a powerful and challenging critique of conventional assumptions about education and learning. More importantly, it posits inspiring alternative visions and practicable steps to transformative change that point the way forward.