Педагогические науки/4. Стратегические направления

реформирования системы образования

К.п.н. Федоренко С.В.

Национальный технический университет Украины «КПИ», Украина

Education for Sustainable Development and Creativity

Sustainable development is one of the central challenges facing the world today. Achieving sustainable development requires a global change of mindset and behaviours. It has long been recognized that education is crucial for achieving sustainable development. Education is a way of addressing human-environment problems.

Education for Sustainable Development (ESD) seeks to integrate the tenets, values and practices of sustainable development into all aspects of education and learning. ESD aims at providing every individual with the opportunity to acquire the values, competencies, knowledge and skills that enable him or her to contribute to a humane, socially just, economically viable and ecologically sustainable future. Among other things, ESD promotes a sense of both local and global responsibility, encourages future-oriented, anticipatory thinking, builds recognition of global interdependence and emphasizes cultural changes that embrace the values of sustainable development. Rather than remaining passive in the face of the above-mentioned challenges, ESD seeks to empower societies, communities and individuals everywhere to shape their future actively and responsibly. ESD raises interesting issues, such as: about learning how to generate creative solutions to current global challenges; about reflecting on new lifestyles which combine well-being, quality of life and respect for nature and other people; and about considering the viewpoints of people from different countries about what sustainability means in practice [1].

In whatever setting, ESD encourages an interdisciplinary and holistic approach to teaching and learning and promotes critical and creative thinking in the educational process. It therefore implies new ways of teaching and learning. The aim of ESD – for individuals to act responsibly in a globalized world – must be integrated into the manner in which all learning occurs: life-long and life-wide, in the workplace, the home and throughout society in general. To holistically address the development of ESD initiatives, four main thrusts have been identified: access to quality education, the reorienting of existing education systems to address sustainability concerns, public awareness and understanding initiatives, and training programmes to address specific social, environmental and economic sustainability issues [1]. There is a growing need for action at national level as well as cooperation at EU level to bring about the more ambitious change necessary if schools are to prepare pupils adequately to face the significant challenges and problems of a fast-changing world.

Nowadays more than ever, it is vital to encourage all areas of young people’s
intellectual and personal capabilities. Starting at school level, education systems need to combine the development of specific knowledge and skills together with that of generic capacities linked to creativity, such as curiosity, intuition, critical and lateral thinking, problem solving, experimentation, risk taking and the ability to learn from failure, use of the imagination and hypothetical reasoning. The eight key competences for lifelong learning relate to skills which are of particular relevance to creativity and the capacity to innovate. In particular, there is a need for skills and competences that enable people to embrace change as an opportunity, to remain receptive to new ideas and to respect and appreciate the values of others[4].

Beyond the essential tasks of ensuring the acquisition of key competences and providing the knowledge triangle with a solid skills base, education and training systems can play a fundamental role in the development of creative and innovative capacities as key factors in enhancing future economic competitiveness and promoting social cohesion and individual well-being.

The conception of creativity in education comes of the approach that creativity is linked to all areas of human activity and is the product of a particular social historical development. It should be observed that creativity is the human potential integrated by cognitive components, affective, intellectual and volitional, that through a creative atmosphere is available to create innovative products and of high social value and communicate them, transcending at certain points the social historical context in which we live.

Creativity can be developed through the educational process by encouraging potential and achieving a better utilization of resources within the individual and group teaching-learning process. Continuing on these ideas, we could not speak of creativity in education without mentioning the importance of a creative atmosphere conducive to thoughtful and creative thinking in the classroom [3].

We can say without fear of being wrong that creativity in education is an education for development and self-realization. Creativity in education is preparing for the change and makes people rich in originality, flexibility, future vision, initiative, confidence, risk-loving people and ready to face the obstacles and problems they are presented at their school and daily life. Also, educating on creativity is to offer the tools for innovation [2].

Furthermore, this implies creativity in education implies love for change. Must be encouraged through an atmosphere of psychological freedom and a deep humanism manifesting on the creativity of the students, at least the sense of being able to cope with the new and respond to it. It must also be taught not to fear change but rather than change may cause pleasure and enjoyment.

Сreativity is the prime source of innovation, which in turn is acknowledged as the main driver of growth and wealth creation, as key to improvements in the social field and as an essential tool in addressing global challenges such as climate change, health care and sustainable development.

In the face of evidence that diversity and multicultural environments can stimulate creativity, inclusive education policies aimed at tolerance and mutual understanding have the potential to turn the increasing multiculturalism of European societies into an asset for creativity, innovation and growth in the course of Education for Sustainable Development.

References:

1. Huckle J., Sterling,S.R. Education for sustainability. – Earthscan, 2006. – 189 p.

2. Jones, P., Selby, D., Sterling, S. Sustainability Education: Perspectives and Practice Across Higher Education. – Renouf Publishing, 2010. – 243 p.

3. Li Z., Williams M. Environmental and geographical education for sustainability: cultural contexts. – Nova Publishers, 2006. – 209 p.

4. Sims G.D. Sustainability education: where does it belong? – Minnesota State University, 2007. – 197 p.