This edited collection aims to provoke discussion around the most important question for contemporary higher education – what kind of education (in terms of purpose, pedagogy and policy) is needed to restore the health and wellbeing of the planet and ourselves now and for generations to come? The book contains contributions from colleagues at a single UK University, internationally recognised for its approach to sustainability education. Introducing a conceptual framework called the ‘Paradox Model’, the book explores the tensions that underpin the challenge of developing sustainability in higher education in the 21st century. It asks probing questions about the purpose of higher education in the 21st century given growing concerns in relation to planetary safety and justice and calls for a rethinking of educational purpose. It draws upon the theory and practice of education and explores how these can develop an understanding of sustainability pedagogies in practice. Finally, it delivers thought-provoking discussion on what constitutes a ‘good’ higher education that meets the needs of a world in crisis. Drawing on a planetary health lens, the book concludes with a ‘manifesto’ that brings together the key insights from the contributing authors. This will be an engaging volume for academics and educators from a wide range of disciplines in higher educational settings interested in translating sustainability theory into educational practice.

This publication, Our Fragile World: Challenges and Opportunities for Sustainable Development presents perspectives of several important subjects that are covered in greater detail and depth in the Encyclopedia of Life Support Systems (EOLSS). The contributions to the two volumes provide an integrated presentation of knowledge and worldviews related to the state of: Earth's natural resources, social resources, institutional resources, and economic and financial resources. They present the vision and thinking of over 200 authors in support of efforts to solve the complex problems connected with sustainable development, and to secure perennial life support on "The Blue Planet'. These contributions are holistic, informative, forward looking, and will be of interest to a broad readership. This volume presents contributions with focus on the Economic and Institutional Dimensions of Sustainable Development in two sections: KNOWLEDGE, TECHNOLOGY, AND MANAGEMENT (Knowledge; Technology and Management ; Economics; Finance and trade). – POLICY AND INSITUTIONAL IMPLICATIONS FOR SUSTAINABLE DEVELOPMENT (Policy Issues; Institutional implications; Regional Analysis).

This publication, Our Fragile World: Challenges and Opportunities for Sustainable Development, presents perspectives of several important subjects that are covered in greater detail and depth in the Encyclopedia of Life Support Systems (EOLSS). The contributions to the two volumes provide an integrated presentation of knowledge and worldviews related to the state of: Earth's natural resources, social resources, institutional resources, and economic and financial resources. They present the vision and thinking of over 200 authors in support of efforts to solve the complex problems connected with sustainable development, and to secure perennial life support on "The Blue Planet'. These contributions are holistic, informative, forward looking, and will be of interest to a broad readership. This volume presents contributions with focus on the Natural and Social Dimensions of sustainable Development in to two sections: NATURAL SYSTEMS AND RESOURCES (Natural Systems and Climate Change ; - Natural Resources Management). - SOCIO-CULTURAL ISSUES (Human Security, Peace, and Socio-Cultural issues; Equity and Ethical issues).

In these essays written expressly for this book, renowned spiritual writers and theologians wrestle with the problems of the human condition in the world today and what a walk with God might reveal about them.

The ecological university takes its interconnectedness with the world seriously. This is challenging, for the world is in difficulty and is shot through with antagonism. The university is partly culpable for those difficulties and so has responsibilities towards the world. Realizing the Ecological University spells out this thesis by charting the university's entanglements with eight ecosystems – knowledge, learning, persons, social institutions, culture, the economy, the polity and nature. The book identifies ways in which each of the eight ecosystems is impaired and points to possibilities through which universities can help in repairing those ecosystems. This book also sets out broad principles in helping to realize the ecological university in each of the eight ecosystems. Wearing his scholarship lightly, Ronald Barnett draws widely from philosophy, social theory, comparative higher education and ethics, and advances a particular form of the philosophy of higher education, at once realist, societal, critical, worldly and Earthly. Written with wit and lots of examples – actual and fictional – the text has a compelling vibrancy, made manifest in its concluding Manifesto.

This edited volume brings together international authors to explore how cities around the world are implementing their commitment towards the UN Sustainable Development Goals (SDGs). To achieve sustainability, cities choose their own goals and develop the necessary governance and resourcing mechanisms to achieve their objectives. This book highlights the innovative ways cities can plan their implementation by drawing on comprehensive research and literature reviews. Case studies from around the world, including North and South America, Europe, Asia, and Africa, describe examples of various cities’ governance mechanisms, resourcing strategies, and implementation strategies. By showcasing these case studies, cities worldwide can emulate, transform, and execute their own vision drawing on the examples and pathways laid out by their peers. The book concludes with a comparative analysis of UN SDG implementation, contrasting the approaches and enabling communities worldwide to learn from one another and choose strategies that meet their local needs. This book will be of great interest to students, researchers, and professionals of urban sustainability, planning, smart cities, and sustainable communities. It will also be useful for city and government stakeholders including policy makers, economic development corporations, and non-governmental organizations (NGOs).

In Fragile World: Ecology and the Church, scholars and activists from Christian communities as far-flung as Honduras, the Philippines, Colombia, and Kenya present a global angle on the global ecological crisis—in both its material and spiritual senses—and offer Catholic resources for responding to it. This volume explores the deep interconnections, for better and for worse, between the global North and the global South, and analyzes the relationship among the physical environment, human society, culture, theology, and economics—the “integral ecology” described by Pope Francis in Laudato Si’. Integral ecology demands that we think deeply about humans and the physical environment, but also about the God who both created the world and sustains it in being. At its root, the ecological crisis is a theological crisis, not only in the way that humans regard creation and their place in it, but in the way that humans think about God. For Pope Francis in Laudato Si’, the root of the crisis is that we humans have tried to put ourselves in God’s place. According to Pope Francis, therefore, “A fragile world, entrusted by God to human care, challenges us to devise intelligent ways of directing, developing, and limiting our power.”

This groundbreaking book serves as a case study, delving into the unique challenges faced by the “global generation” as they navigate the complexities of their hybrid identities. Heesung Hwang, drawing from her extensive experience as both a minister and theologian, presents a compelling vision for religious education inspired by the traditional Korean concept of madang. In this open space, faith communities gather to engage in communal interaction, fostering generative environments where all members are valued and their contributions esteemed. Through the lens of madang, Hwang invites readers to reimagine religious education as a holistic experience that transcends traditional boundaries, encompassing storytelling, conversation, play, and relationship-building. This transformative work challenges religious educators to embrace innovative approaches that honor the diverse cultural and religious backgrounds of young people, ultimately paving the way for redemptive communities that empower the next generation to shape new cultural and religious expressions within society. Reframing Christian Education for a Global Generation promises to ignite important conversations and inspire meaningful change within faith communities worldwide.

"Nick Stevenson skilfully draws upon a welter of leading thinkers from the liberal, socialist, critical-theory and multiculturalist canons in developing his argument that leading ideas about education are umbilically tied to notions of the good society. The pluralistic and undogmatic manner in which he sifts these accounts, and his insistence upon the centrality of democratic citizenship, make this a timely and important contribution to current debates about the nature and purpose of schools." - Michael Kenny, University of Sheffield "In Education and Cultural Citizenship Nick Stevenson presents a powerful argument concerning how education can and should promote democracy, accompanied by critiques of how all-too-often education fails to do so. Full of strong ideas, arguments, engagement with key thinkers, Stevenson′s book should be of great interest to all concerned with the nexus of democracy and education." - Douglas Kellner, UCLA This dynamic book systematically brings together the major developments in the social and political theory of education. It offers a global introduction to the major debates within the field and provides a sustained argument for a democratic and normative view of education. Nick Stevenson provides a comprehensive view of the major disputes within social, cultural and political approaches to education. Drawing upon varied critical traditions, the book helpfully connects these diverse threads of debate whilst exploring the work of key theorists. Areas explored include: democratic notions of education cosmopolitanism multiculturalism pragmaticism critical pedagogy democratic socialism liberalism politics of fear. Clearly written and passionately argued, this book will be essential reading for all those interested in exploring education′s changing place in society.