​INTERNATIONAL CLASSROOMS ON LINE

ICOL works to the guidelines of education for living sustainability, which were set in 1997, five years after the Rio Environment Summit, by UNESCO in its publication 'A TRANSDISCIPLINARY VISION FOR CONCERTED ACTION.'  

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The contents of that document are listed below

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I. WHAT IS ‘SUSTAINABILITY’​

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• BEHIND THE HEADLINE

  • Population

  • Poverty

  • Environmental degradation

  • Democracy, human rights and peace

  • Development

  • Interdependence

• NORTH-SOUTH DIFFERENCES

• TOWARDS A DEFINITION OF SUSTAINABILITY

  • A dynamic balance

  • An emerging vision

• EDUCATION: THE FORCE OF THE FUTURE

 

II. PUBLIC AWARENESS AND UNDERSTANDING: THE FUEL FOR CHANGE

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• THE NEED FOR EFFECTIVE COMMUNICATION

• CONFRONTING VESTED INTERESTS

• COMMUNICATION STRATEGIES

• COMPLEX MESSAGES

• THE MESSENGERS

• REASON FOR OPTIMISM

 

III. REORIENTING EDUCATION TO SUPPORT SUSTAINABILITY

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• IMPORTANCE OF BASIC EDUCATION

• WHAT CHANGES DOES SUSTAINABILITY REQUIRE?

  • Curriculum reform

  • Structural reform

• EDUCATIONAL REFORM: A CASE STUDY

• REFORM AT DIFFERENT SCALES

• CONTRIBUTION OF ENVIRONMENTAL EDUCATION

• INTERDISCIPLINARITY

 

IV. SHIFTING TO SUSTAINABLE LIFESTYLES: CHANGING CONSUMPTION AND PRODUCTION PATTERNS

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• INDIVIDUAL CHOICES AND LIFESTYLES

• COLLECTIVE DECISION-MAKING

 

V. ETHICS, CULTURE AND EQUITY: SUSTAINABILITY AS A MORAL IMPERATIVE

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• SOME ETHICAL PRINCIPLES OF SUSTAINABILITY

  • The ’ethic of time’

  • Complexity as an ethical issue

  • Continuity: the ethical link between past, present, and future

• CULTURE AND SUSTAINABILITY

• TOWARDS A COMMON ETHIC

• EDUCATION, ETHICS, AND CHANGE

 

VI. MOBILIZING FOR ACTION

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• AN INTERNATIONAL FRAMEWORK FOR ACTION

• CHAPTER 36 OF AGENDA 21

• ACTION AT THE NATIONAL LEVEL

• ACTION AT THE LOCAL LEVEL