Explores whether organizations that purport to advance learning themselves can learn relative to global ecological trends. Asserts that although there is no single formula, organizational learning requires mastery at seven levels. Discusses those seven levels. (EV)

This list of print and electronic resources is designed to act as a springboard to assist practitioners in finding information to start implementing sustainability efforts on their campuses. The resources are listed in the following categories: general, international, K-12, policy/partnerships, campus environmental assessments, green building,…

Discusses the need for a shared vision based on a new worldview to create a greener, more peaceful future, and the teachers' role in challenging students' mental models in the classroom. Includes an exercise for implementing and managing change. (KHR)

A case study of a village in Zimbabwe illustrated how collective community actions resulted in learning that enabled sustainable management of a community resource. Educators' role was helping the community ask the right questions in the process of producing useful working knowledge. (Contains 34 references.) (SK)

Sustainable livelihoods and environmentally sound technology should not be developed separately. They require that essential ecological services be protected by restricting use of resources and that those who exploit environmental resources be confronted with the future costs of their actions. (SK)

Argues that sustainability is a process that links social equity, economic growth, and environmental protection; therefore, sustainable consumption is a mode of consumption congruent with this meaning of sustainability. (Author/CCM)

Analyzes the Asian economic crisis and media messages about it. Promotes education for sustainability, which has broader goals of social transformation. Describes new forms of social learning that are necessary to resolve the global crises of the environment and development. (SK)

Political changes in Scotland offer opportunities to integrate community development practice and environmental concerns. Community development practitioners who lack expertise in sustainable development could collaborate with environmental experts in the Community Learning Strategies initiative. (SK)

The Sustainable Business Challenge is an Internet-based course designed to make future business leaders aware of environmental and social challenges in business administration. Similar projects are being conducted in Norway, Latin America, Finland, the United States, and the United Kingdom. (SK)

Small businesses implementing ISO 14001 standards worked with a university to develop a learning network. The network served as a source of inspiration and reflection as well as a sounding board. It enabled small enterprises to act collectively, compensating for individual lack of resources. (SK)

Achieving sustainability requires pursuit of individual, family, and community solutions to environmental problems. Issues about the equitable use of resources and reduction of waste and consumption must be addressed through policies, regulations, and the building of global consensus. (SK)

Addresses three issues: (1) the nature and importance of an eco-justice pedagogy; (2) how an eco-justice pedagogy differs from the recommendations of critical pedagogy theorists; and (3) the reforms that need to be undertaken in teacher education in order for teachers to balance critical inquiry with helping students recognize and participate in…

Introduces the learning cycle method in the context of biology instruction. Includes a theoretical rationale for its use as well as a brief review of key studies that have found it effective. (Author/MM)

Describes the way in which the Department of Industrial Engineering at the University of Sonora in Mexico is facing the challenged posed by sustainable development. (Author/CCM)

Studies environmental education in southern China with regard to factors that have determined the nature of environmental curricula in secondary schools. Describes the nature and curriculum history of environmental education in Guangzhou. (Contains 20 references.) (Author/YDS)