Environmental Philosophy, Education and Sustainable Development Nexus
Ndaruga, Ayub Macharia
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Since the United Nations Conference on Human Environment, of 1972, governments have made it a policy to integrate sustainable development concerns in national agenda at all levels. The universities globally have responded by creating diverse courses focusing on various aspects of sustainable development using both multidisciplinary and interdisciplinary approaches. The education for sustainable develop mentis a relatively recent concept and not all educators and programmes. have embraced it adequately. It is however important to note that all courses have the potential to address sustainable development issues. It is therefore crucialthat all learning institutions make deliberate efforts to mainstream education forsustainable development in all their activities. The international community has made tremendous efforts to address emergent environmental challenges. Conferences held by experts and governments have called for greater innovations and investment of more resources in sustainable development activities and education. Conferences such as Stockholm, Belgrade, Tbilisi,Rio and the recent Johannesburg Summit represent deliberate and focused advances to address global environmental crises. Following the diverse deliberations and recommendations from various conferences, the decade between 2005-2014 has been identified as the United Nations Decade of Education for Sustainable Development (DESD). This decade is dedicated to recognition of the valuable role of education in developing sustainable societies. The decade is intended to champion the re-orientation of all education toward sustainable development. This impliesthat sustainability thinking be streamlined in all activities and at all levels of decision-making in learning institutions.