The role of sustainable learning policies on the fight against hunger in adult education

Hiran Catuninho Azevedo

Resumen


We live in an unprecedented world of opulence, but also of extraordinary deprivation and oppression. This paper suggests the role of a sustainable education on the fight against hunger, poverty, and inequalities. If the environmental crisis is not solved, hunger cannot end, especially in underdeveloped countries and regions. Education is, more than ever, an important tool to increase the living standards. Due to sustainable educational processes, we have much more knowledge of how to solve climate problems, reduce poverty and increase food production without destroying Earth resources. Educational processes based on sustainability context also brings the opportunity to rethink the lack of collective coordination, especially among states. We are a civilization that shares the same fate, and together they can build more international cooperation and less competition, and education is a key point to rewrite the human history with no more hunger. Understand how industry and society grow and develop is essential to know how they learn and become productive, and knowledge production, a crucial point in education, already produces countries that are more able than others regarding the development of intensive sectors in state-of-the-art technology, capable of generating more income, better production and reducing their nourishment vulnerability. These effects can be shared with underdeveloped ones. Innovation has been a crucial part of the most developed economies throughout history. The rise of living standards should be attributed to the technological progress, in learning how to do things better. A sustainable educational system is a crucial support to reduce knowledge inequality between developed and underdeveloped countries and help ones with learning difficulties, able to create learning societies free from hunger.

Palabras clave


Education; Reduce Inequalities; Public Policies; Sustainability; Hunger Erradication

Texto completo:

PDF (English)

Referencias


Arrow, K., Bolin, B., Costanza, R., Dasgupta, P., Fol­ke, C., Holling, C. S., et al. (1995). Economic growth, carrying capacity, and the environment. Ecological Econo­mics, 15(2), 91–95.

Arrow, K. (1962). The economic implications of learning by doing. Oxford: The Review of Economic Studies, Ox­ford Journals

Baldi, U. (2011). The limits to growth revisited. New York: Springer.

Blewitt, J., & Cullingford, C. (2004). The sustainabili­ty curriculum: The challenge for higher education. London: Earthscan.

Bronfenbrenner, U. (1976). The experimental ecology of education. Paper presented at the American Educational Research Association annual meeting, 19–23 April.

Bronfenbrenner, U. (1979). The ecology of human deve­lopment: Experiments by nature and design. Cambridge, MA: Harvard University Press.

Brown, T. (2013). Spatial and financial fixes and the glo­bal financial crisis: does labour have the knowledge and power to meet the challenge? International Journal of Life­long Education,32(6), 690–704.

Castells, M. (2010). The Information Age: Economy, Society and Culture. 2nd ed. Oxford: Blackwell.

Elkington, J. (1997). Cannibals with forks: The triple bottom line of 21st century business. Oxford: Capstone Publishing Ltd.

Elsey, B. (2001). R H Tawney, patron saint of adult edu­cation. In P. Jarvis (Ed.), Twentieth-century thinkers in adult and continuing education (pp. 49–59). London: Kogan Page.

Faure, E., Herrera, F., Kaddoura, A. R., Lopes, H., Pe­trovski, A. V., Rahnema, M., et al. (1972). Learning to be: The world of education today and tomorrow. Paris: UNESCO.

Fisk, P. (2010). People, planet, profit: How to embrace sustai­nability for innovation and business growth. London: Kogan Page Publishers.

Habermas, J. (1981). The theory of communicative action: Reason and the rationalization of society (Vol. 1). Boston: Beacon Press.

Hobsbawm, E. (1975). The Age Of Capital: 1848 - 1875. New York: Vintage Books.

Hobsbawm, E. (1987). The Age Of Empire: 1875 - 1914. London: Weidenfeld & Nicolson.

Hobsbawm, E. (1994). The Age Of Extremes: 1914 - 1991. New York: Pantheon Books.

Hobsbawm, E. (1962). The Age Of Revolution: 1789 - 1848. New York: World Publishing.

Lewis, C. T., & Short, C. (1879). A Latin dictionary. Ox­ford: Clarendon Press.

Livingstone, D. W. (2012). Lifelong learning and life-wide work in precarious times: Reversing policymaking optics. In D. N. Aspin, J. Chapman, K. Evans, & R. Ba­gnall (Eds.), Second international handbook of lifelong learning (pp. 269–286). Dordrecht: Springer.

Matthews, J. (2011). Hybrid pedagogies for sustainabi­lity education. Review of Education, Pedagogies, and cultural Studies, 33(3), 260–277.

McFarlane, D. A., & Ogazon, A. G. (2011). The challen­ges of sustainability education. Journal of Multidisciplina­ry Research, 3(3), 81–107.

Meadows, D., Meadows, D., & Jorgen Randers, J. (1972). The limits to growth: A report for the Club of Rome’s project on the predicament of mankind. New York: Universe Books.

Milana, M. (2016). Global polity in adult education and UNESCO: Landmarking, brokering, and framing po­licy. Globalisation, Societies and Education, 14(2), 203–226.

Misiaszek, G. (2012). Transformative environmental education within social justice models: Lessons from comparing adult ecopedagogy within North and South America. In D. N. Aspin, J. Chapman, K. Evans, & R. Bagnall (Eds.), Second international handbook of lifelong learning(pp. 423–440). Dordrecht/Heidelberg/London/ New York: Springer.

Myers, L. (2012). Sustainability education in classrooms. Green. Teacher, 98, 41–44.

Nussbaum, M. C. (2000). Women and human development: The capabilities approach. Cambridge: Cambridge Univer­sity Press.

Nussbaum, M. C., & Sen, A. (Eds.). (1993). The quality of life. Oxford: Clarendon Press.

OED (Oxford English Dictionary) (2016). “sustainable, adj.”. OED Online. Oxford: Oxford University Press. http://www.oed.com/view/Entry/195210?redirected From=sustainable. Accessed 14 April 2016.

Pretorius, S. G. (2014). An education system’s perspecti­ve on turning around South Africa’s dysfunctional scho­ols. Mediterranean Journal of Social Sciences, 5(15), 348–358.

Randers, J. (2005). What was the message of the Limits to growth? What did this little book from 1972 really say about the global future? Zurich: The Club of Rome. http:// www.flow.ph/l/limitstogrowth/What_was_the_messa­ge_of_Limits_to_Growth.pdf. Accessed 6 July 2016.

Rawls, J. (1971). A theory of justice. Cambridge, MA: Belknap Press of Harvard University Press.

Rawls, J. (1985). Justice as fairness: Political not me­taphysical. Philosophy & Public Affairs,14(3), 223–251.

Rawls, J. (1993). Political liberalism. New York: Columbia University Press.

Rawls, J. (2001). Justice as fairness: A restatement. Cambrid­ge, MA: Harvard University Press.

Russell, J. L., Knutson, K., & Crowley, K. (2013). Infor­mal learning organizations as part of an educational eco­logy: Lessons from collaboration across the formal-in­formal divide. Journal of Educational Change, 14, 259–281.

SDC (Sustainable Development Commission). (2008). Carbon emissions from schools: Where they arise and how to re­duce them. Report. London, etc.: SDC. http://www.sd-commission.org.uk/data/files/publications/Publish_ Schools_Carbon_Strategy.pdf. Accessed 5 July 2016.

Sachs, J. (2015). The Age Of Sustainable Development. New York: Columbia University Press.

Schumpeter, J. (1942). Capitalism, Socialism and Demo­cracy. London:Routledge.

Seghezzo, L. (2009). The five dimensions of sustainabi­lity. Environmental Politics, 18(4), 539–556.

Sen, A. (1989). Development as capability expansion. Journal of Development Planning, 19, 41–58.

Sen, A. (1999). Development as freedom. New York: Knopf, 1999.

Sen, A. (1981). Poverty and famines. Oxford: Clarendon Press.

Simovska, V., & Mannix McNamara, P. (Eds.). (2015). Schools for health and sustainability: Theory, research and prac­tice. Dordrecht: Springer.

Singer, M. G. (2003). The ideal of a rational morality: Phi­losophical compositions. Oxford: Oxford University Press.

Singh, J. P. (2011). United Nations Educational, Scientific, and Cultural Organization (UNESCO): Creating norms for a complex world. London, New York: Routledge.

Solow, R. (1956). A contribution to the theory of economic growth. Oxford: Quarterly Journal of Economics, Ox­ford Journals.

Stiglitz, J., Greenwald, B. (2014). Creating A Learning Society. New York: Columbia University Press.

Tawney, R. H. (1964 [1931]). Equality. London: George Allen & Unwin.

Tawney, R. H. (1966a [1914]). An experiment in demo­cratic education. In R. Hinden (ed.), The radical tradition: Twelve essays on politics, education and literature by R.H. Taw­ney (pp. 74–85). Harmondsworth: Penguin.

Tawney R. H. (1966b [1953]). The Workers’ Educa­tional Association and adult education. In R. Hinden (ed.) The radical tradition: Twelve essays on politics, education and literature. R.H. Tawney (pp. 86–97). Harmondsworth: Penguin.

United Nations Educational, Scientific and Cultural Pro­gram - UNESCO (2015). Education 2030 Framework for Action. Incheon: United Nations Educational, Scientific and Cultural Program. Available at: http:// unesdoc.unesco.org/images/0024/002432/243278e. pdf Accessed 24 August 2016.

United Nations Environment Program - UNEP (2016). 6th Global Environment Outlook Report. Nairobi: United Nations Environment Program. Available at: http://www.unep.org/geo/ Accessed 24 August 2016.

UN (United Nations). (1992a). Rio declaration on envi­ronment and development. Annex 1 of the Report of the United Nations Conference on Environment and De­velopment (UNCED, Rio de Janeiro, 3–14 June 1992). A/CONF.151/26 (Vol. I). New York: UN General As­sembly. http://www.un.org/documents/ga/conf151/ aconf15126-1annex1.htm. Accessed 6 July 2016.

UN (1992b). Agenda 21. New York: UN. https://sustai­nabledevelopment.un.org/content/documents/Agen­da21.pdf. Accessed 6 July 2016.

UN (1998). Kyoto protocol to the United Nations framework convention on climate change.New York: UN. http://unfccc. int/resource/docs/convkp/kpeng.pdf. Accessed 6 July 2016.

UNESCO (United Nations Educational, Scientific and Cultural Organization). (2009). Bonn declaration. Formu­lated at the UNESCO World Conference on Education for Sustainable Development held in Bonn, Germany on 31 March to 2 April. Bonn: UNESCO. http:// unesdoc.unesco.org/images/0018/001887/188799e. pdf. Accessed 5 July 2016.

WCED (World Commission on Environment and De­velopment). (1987). Our common future [The Brundtland Re­port]. New York, NY: Oxford University Press.

WEA (Workers’ Educational Association). (2013). A brief history of the Workers’ Educational Association. Lon­don: WEA. https://issuu.com/weasheffieldwea/docs/ history_booklet?e=1305752/1634711. Accessed 5 July 2016.

WEA & University of Oxford (1909). Oxford and wor­king-class education: Being the report of a joint committee of university and working-class representatives on the relation of the university to the higher education of workpeople. 2nd edn. Ox­ford: Clarendon Press. Digitised facsimile of the first edition (1908) available at https://archive.org/stream/ oxfordworkingcla00workuoft#page/8/mode/2up. Ac­cessed 5 July 2016.

Webb, S. (2014). Using the experiences of skilled mi­grants to reflect on continuing education policies for workforce and sustainable development. Encyclopaideia, 18(40), 69–86.

Whitty, G., Power, S., & Halpin, D. (1998). Devolution and choice in education: The school, the state and the market. Buckingham: Open University Press.

World Economic Forum (2016). The Global Compe­titiveness Report 2015 - 2016. [online] Geneve: World Economic Forum. Available at: http://www3.wefo­rum.org/docs/Media/TheGlobalRisksReport2016.pdf Accessed 24 August 2016.




DOI: https://doi.org/10.5102/rdi.v14i1.4357

ISSN 2236-997X (impresso) - ISSN 2237-1036 (on-line)

Desenvolvido por:

Logomarca da Lepidus Tecnologia