SUSTAINABILITY IN EDUCATION

ADVANCED EDUCATIONAL SOCIOLOGY (EDUC 107)

A Research
Presented to

JULIUS A. VILLAVICENCIO, Ph.D (CAR)

Professor Graduate School

Rizal College of Taal

Taal, Batangas City
________________________________________________________________

In Partial Fulfillment
Of the Requirements for the Completion of

ADVANCED EDUCATIONAL SOCIOLOGY (EDUC 107)

MASTER OF ARTS IN EDUCATION

Major in Educational Administration

By:

RHODA D. LUCERO

May 2015
I. Introduction

Education is an essential tool for achieving sustainability.

People around the world recognize that the current economic
development trends are not sustainable and that public awareness,
education and training serve as the keys to a moving society towards
sustainability. Some people argue about sustainability in education
and whether or not it is attainable. They have different visions of what
sustainable education will look like and how it will function.

The Philippines educational system is in crisis. We are in

danger of losing our sense of authentic education. Through a
sustainable education, an avenue for global and local sustainable
society is possible. It is also a central to improving our quality of life.

Sustainable Education is also central to improving quality of

life. Sustainable education raises and improves educational

attainment of the next generation, thereby raising their chances for

economic and social well-being. Improved education holds both

individual and national implications.

II. Body of Research

A. Objectives

1. State the importance of a sustainable education.

2. Explain the factors that affect sustainability in education.

3. Identify some ways on achieving sustainability in education.

B. Definition of Sustainability in Education

Sustainability Education (SE) is a term used for

describing the practice of teaching for keeping education in existence.

Using sustainable development education as a context for learning

empowers learners to contribute to this process of change within
society and also helps them to develop the skills required to access
exciting career opportunities.

Economics educators say sustainability in education is living on the

interest rather than the principle.

The human rights community says that sustainability in education is

attainable through and supported by peace, justice and democracy.

Sustainable education has three components such as environment,

society and economy. As these components become more aligned,
the area of overlap increases, and so does human well-being.
C. Philosophical Views on Sustainability in Education

The three main faiths or traditional philosophies of China

include Confucianism, Daoism, and Buddhism. In China, these faiths

have intermingled for centuries and each has influenced the others,

thereby creating a uniquely Chinese faith or traditional philosophy.

The three philosophies commonly emphasize respect for others,

social harmony, and interconnectedness with nature and the earth,

which are all in line with the concept and purpose of sustainable

development. Another fundamental concept is that of the collective

effort, rather than emphasis on the individual, which adds strength to

the call of sustainability in education for global responsibility and

action. All three philosophies emphasize the importance of frugality

and refraining from greed; being more instead of having more; which

is also essential for sustainability. Learning and acquiring knowledge

for everyones benefit is also significant in traditional Chinese

philosophy, and a must for sustainable development: I am not one

who was born with knowledge, butworks hard to seek

knowledge.There should be education for everyone without

distinction.(Ding, 2007)

Many of the traditions and philosophies of China, including

indigenous knowledge and traditional practices, pass on and teach

about the values and vision of sustainable development. This may

form an explicit visioning exercise of sustainable development, as

interpreted through individual faiths, or it may be an expression of

beliefs with that faith, which correlate to sustainable development.

Confucianism provides a moral code for engagement in the

world of human affairs, while Buddhism encourages detachment from

that material world, with the exercise of compassion as the main

engagement in sustainable education.

III. Summary

In the light of the research made as well as the ideas shared by

the researcher, the following conclusions/summary was presented:

1. Sustainability in Education is defined as a transformative learning

process that equips students, teachers, and school systems with the

new knowledge and ways of thinking we need to achieve economic

prosperity and responsible citizenship.

2. Sustainability in Education is the continual refinement of the

knowledge and skills that lead into an informed citizenry that will

result in an ecologically sound, economically prosperous, and

equitable society for present and future generations.

3. Sustainability in Education utilizes applied learning models that

connect real-world circumstances with the broader human concerns

of environmental, economic, and social systems.

IV. Reference

Websites

Internet www.google.com

www.youtube.com

http://en.wikipedia.sustainability in education philosophy

www.slideshare.com