© dieter gross

Local and global view: an example for a ‘change of perspective’

Berliners call it ‘doughnut’

People from outside call it ‘Berliner’

INTRODUCING TWO BERLINERS TO OUR JAPANESE PARTICIPANTS

German-Japanese Cooperation on Education for Sustainable Development (ESD) from Tuesday, August 19th – Thursday, August 21st , 2008

Symposium /JDZB Figures updated: Feb. 2009

Characteristics of ESD Curricula

and an example of an ESD MANUAL

which could be used in GERMAN

AND JAPANESE

CLASSROOMS

1.EVALUATION OF CURRICULA 2.IDEAS FOR ESD CURRICULA 4.GUIDELINES 5.METHODS 6.A MANUAL3.REQUIREMENTS

© dieter gross

YES NO6. Multi-perspective and systemic view

7. EE instead of ESD

45,6 54,4

60,6 39,4

42,610. Supremacy of environmental aspects 57,4

International Responses: Characteristica of Curricula: Survey Feb. 2009: 108 international and 21 Japanese responses : initiated by Dieter Gross and in cooperation with UNESCO Bangkok and HIROSHIMA GEOGRAPHIC ALLIANCE OF THE JAPANESE SOCIETY FOR GEOGRAPHICAL SCIENCES

EVALUATION OF CURRICULA IN RESPECT TO ESD

Japanese responses: 70,0

YES NO2. Curricula support changing of the mental mode

3. Process and value-oriented curricula to gain action competence, based on self-responsibility

8. Decision-making structures within the curricula

11. Overt or covered triangle ofeconomy-society-environment

12. Curricula offer methods which suit to promote values

NOYES

50,0 50,0 45,0 55,0

55,9 44,1 50,0 50,0

50,0 50,0 25,0 75,0

55,1 44,9

52,2 47,8

25,0 75,0

35,0 65,0

Japanese responses

STRATEGIES – TO OVERCOME THESE DEFICITS MORE ESD THAN EE

DECISION-MAKING STRUCTURES

ECONOMY –SOCIETY-ENVIRONMENT

EVALUATION OF CURRICULA IN RESPECT TO ESDInternational Responses: Characteristica of Curricula

ESD Curricula SHOULD BE CHARACTERIZED BY: individiual responses within the survey

1. Preparing students to deal with complexity, uncertainty and values HUNGARY

2. Educational curricula should reflect the interconnections among disciplines that are central to sustainable development. The benefit of this approach is that sustainability is an ideal organizing theme for encouraging holistic, integrative and solution-oriented thinking. ESD demands a holistic approach in which the interdependencies of the economic, ecological and social dimensions are taken into account. SWITZERLAND

3. Flexible and locally oriented as well as globally focused, GERMANY

4. Have relevance; be action oriented; integrated approach; long term futurist approach; commitment encouraged, AUSTRALIA

5. Enhance critical thinking skills, JAPAN

6. Consumerism should be discouraged. The intrinsic value of other species should be emphasized. The common good of all living beings should be the guiding value. Change the profit-making mentality at the expenses of the Earth's resources. Bolivia

Internationalization of structural problems

thus the complexity of the conditions of living will increase

as well as the speed of social changes

GLOBALIZATION

responsibility will be given back to the individual

this will lead to an increasing individualizing of the society

thus the private and economic sector will be strengthened – at the expense of the public and political one therefore – all countries are facing a

growing pressure on public spending;consequence: social expenditures,inclusive education budgets, arekept under control, as far as possible

GLOBAL LEARNING - ESF

CHALLENGES

The Need for a Change ofthe Mental Mode

DANKE !

4 Pillars -the cornerstones for accomplishing ESD

1

23

4

Integrative Thinking –in order to master complex challenges

Global Thinking

Competence in accepting responsibility

Value orientation

E E

S

DECISION-MAKING STRUCTURES

ECONOMY

ENVIRONMENT

SOCIETY

What kind of economy?

What kind of environment?

What kind of society?

DECISION- MAKING STRUCTURES - based on

ACTIVE RESPONSIBILITY TOWARDS LOCAL AND GLOBAL ISSUES

CHALLENGE TO STRIVE FOR SOLIDARITY: NOW AND IN THE FUTURE

READINESS TO COMMUNICATE WITH PEOPLE OF DIFFERENT CULTURES

EVOKE AWARENESS ON BEING DEPENDENT ON 'NEW THINKING’

values

values

values

values

SUSTAINABILITY

ECONOMY SOCIETY ENVIRONMENTDECISION - MAKING STRUCTURES

Agriculture in Highly AdvancedEconomies

M

Modern farming techniques and consequences for the ecosystem as well as for the socio-economic system in distant regions by perversesubsidies

Export of wheat to reduce a negative balance of trade, e.g. U.S.A.

Export of fertile topsoils, decrease of genetic variety andexcessive use of ground water

# Reducing perverse subsidiesand less intensificationin countries with highly advanced agriculture: For achieving a more sustainable, balanced and equitable global society

Effects; Toast instead of Tortillase.g. Mexico (NAFTA)

------------------------------------ 2008

Corn-to-ethanol process byconverting thousands of acres of soybean and wheat crops into corn to become independent from oil imports

Monuculture will increase as well as genetically modified food

------------------------------------

------------------------------------food importing societies will be

faced with less corn and wheat but with more costs

economic and cultural globa-lization will even influence food habits

values

JUXTAPOSITION

Thirb boxTHIRD BOX: supports comparison by balancing out

SUSTAINABILITY

ECONOMY

SOCIETY

ENVIRONMENTDECISION - MAKING STRUCTURES

Agriculture in Highly AdvancedEconomies

M

Modern farming techniques and consequences for the ecosystem as well as for the socio-economic system in distant regions by perverse subsidies

Export of wheat to reduce a negative balance of trade, e.g. U.S.A.

Export of fertile topsoils, decrease of genetic variety andexcessive use of ground water

2008

Corn-to-ethanol process byconverting thousands of acres of soybean and wheat crops into corn to become independent from oil imports

Monuculture will increase as well as genetically modified food

------------------------------------

------------------------------------

values and responsibility

OBJECTIVE

CURRICULUM

An intensified and perversely subsidized agriculture (exporting) in highly advanced ecocomiesshould change the production methods for achieving a more sustainable, balanced and equitable global society ,paying respect to culturalidentities , e.g. food habitsand stop plundering its own natural resources for the benefit of the next generation

KISSKISSKeep It Stupidly Simple

„I was deeply impressed by the materials you had sent me, and I am sure that this kind of idea would also work in Japanese classrooms, I am sure that your systematic idea will help Japanese teachers in terms how they should

teach topics and items in the extremely wide Geography curriculum in Japan.“

Kaoru OKAMOTO, Ministry of Education, Science and Culture, Tokyo, 25.5.94

http://www.dgross-sustainable.de/comeuro.htm

Transportation – an Approach for a Common ESD Curriculum

OBJECTIVE:

CHANGE OF MENTAL MODE AND PROVIDING ACTION COMPETENCE

GUIDELINES:

Considering the interdependencies of the economic, ecological and social dimensions and presenting an approach where the students are asked for an integrative, critical and problem-solving-oriented thinking by decision-making structures

THANKS