Studying Sustainable Development: Problems and Possibilities

Popularization of the term “sustainable development” and speculation about its role in education poses problems for educators. Although such programs as “Learning for a Sus- tainable Future” in Canada have quickly embraced this concept and made it the object of their educative efforts, it is far from clear that these initiatives are appropriate. In explaining why I do not want students to be “educated for sustainable development,” I make two points. First, I claim that it is inappropriate to plan and implement curricula without adequate conceptualization of central concepts. In this case, “sustainable develop- ment” is fraught with imprecision. Second, confusion arises when little a priori thought is given to the concept of education. Thus, I discuss the incompatibility between edu- cating “for sustainable development” and the broader concept of education. In conclusion, I propose alternative, and more educationally justifiable, approaches to studying sustain- able development. Le concept de “developpement durable,” qui est de plus en plus repandu, et les specula- tions sur son role dans l’education posent des problemes aux educateurs. Bien que des programmes canadiens comme “Learning for a Sustainable Future” se soient empresses d’adopter ce concept et d’en faire l’objectif de leurs efforts en matiere d’education, il n’est pas du tout evident que ces initiatives sont pertinentes. L’auteur expose les deux raisons pour lesquelles il s’oppose a ce que l’education donnee aux eleves vise un “developpement durable.” D’abord, on ne doit pas planifier et mettre en oeuvre des pro- grammes sans une conceptualisation adequate des notions cles. Or, la notion de “deve- loppement durable” manque tout a fait de precision. Ensuite, on voit surgir beaucoup de confusion lorsqu’on n’a pas suffisamment reflechi a priori au concept de l’education. L’auteur fait etat de l’incompatibilite entre une education pour un “developpement durable” et une conception plus vaste de l’education. Il conclut en proposant d’autres facons d’envisager l’etude d’un developpement durable qui seraient plus pertinentes du point de vue de l’education.