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Education for the Future: A Critical Assessment of Education for the Goals
Sustainable development

Education is a fundamental pillar in the construction of conscious, empowered and sustainable societies.
In the context of higher education and sustainable development, fundamental questions arise about the purpose of
education: should it serve only economic interests or also contribute to the intellectual and moral improvement of
society?
This essay aims to address this critical issue and reflect on the evolution of education towards the Sustainable
Development Goals (SDGs), highlighting both its positive aspects and its challenges.

The Evolution of Education for Sustainable Development

UNESCO has emphasized the importance of sustainability in education, evolving from Education for
Sustainable Development (ESDS) to Education for the Sustainable Development Goals (SDGs). SDG 4 focuses
on "Quality Education" that promotes sustainable development. However, the assumption that sustainable development
is desirable is not unanimous, and this discrepancy is the starting point of our reflection.

Sustainability vs. Sustainable development

It is crucial to differentiate between sustainability and sustainable development. The term "sustainability" is often
used in an ambiguous and confusing way. Addressing the "wicked problems" that arise due to the
interconnectedness of environmental, social and economic issues is an ongoing challenge. This is where
education comes into play.

Education for Sustainable Development and its Focus on Economic Growth

Education for Sustainable Development (ESD) has, at times, been associated with economic growth and
neoliberal economics. This has led to a marginalization of environmental concerns and raises questions about
whether teaching focused on the SDGs is desirable in the first place.

A fundamental criticism comes from those who argue that the constant pursuit of economic growth clashes with
the preservation of resources for future generations. This contradiction is reflected in education, where the
prioritization of the social and economic prevails over the ecological.

The Prioritization of the Social and Economic in Education for Sustainable Development

UNESCO has been singled out for focusing on social and economic aspects in its teaching program for sustainable
development, neglecting ecological principles. Beyond motivating students to take actions for sustainable
development, a critical educational approach is required that allows them to question and reflect on the ideas
and values underlying sustainable development.

Education should promote students' ability to understand the complex interplay between the social, economic
and environmental, rather than simplifying it into a one-sided approach focused on economic growth.

Cognitive Imperialism: The Domination of Universal Western Education

The phenomenon of "cognitive imperialism" related to universal Western education is a critical aspect that deserves
attention. Western education has often considered its
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knowledge and values as superior, relegating indigenous perspectives and other cultures.
This approach tends to label people from other cultures as "failures" if they do not conform to
Western standards. This raises fundamental questions about the assumption that Western
education is inherently superior and how this perception can lead to the loss of traditional
wisdom and knowledge.

The term "cognitive imperialism" accurately describes this phenomenon, where certain types
of knowledge are valued more than others in the Western education system. Recognizing
and addressing this disparity is essential for truly inclusive and equitable education.

Leaving Earth: Challenges and Limitations of the Sustainable Development Goals

The Sustainable Development Goals (SDGs) have been touted as a comprehensive

approach to address global challenges. However, there is a hegemonic perspective in its
promotion, which often focuses on economic growth without adequately considering
the redistribution of wealth and the protection of nature.

The text raises fundamental questions about how to address the challenges of feeding a
growing population without harming natural resources and biodiversity. In addition, the
limitations and problematic assumptions of the SDGs in relation to education and sustainable
development are criticized.

Positive Alternatives to Hegemonic Education

To address these challenges, educational alternatives that go beyond the hegemonic

education focused on economic growth are explored.

Ecocentric Education and Ecopedagogy: Liberating Humanity and Nature

"Ecocentric education" and "ecopedagogy" are emerging as approaches that promote both
social and ecological sustainability. These approaches, inspired by critical pedagogy, seek to
free human beings and the environment from the restrictions imposed by anthropocentric
visions.

One of the keys to these approaches lies in overcoming the limitations of conventional
economic models, such as infinite growth, and adopting a more holistic perspective that
considers the interconnectedness of life on Earth.

Education for Ecological Citizenship: Overcoming the Instrumental Vision

Ecological citizenship education seeks to question and expose the ethical and practical
limitations of the concept of sustainable development, which often focuses on the ability of
future generations to meet their own needs. In contrast to the instrumental view of
sustainable development, which treats natural resources and ecosystem services as
flexible and available for human use, critical pedagogy focuses on recognizing the limits to
growth and advocates for the sustainability of all life in society. Land.

Education for Empowerment: Human Rights, Gender and Sustainability

Educational investment is presented as a powerful tool to empower women and girls,

reduce unwanted pregnancies and address sustainability challenges, such as climate change
mitigation and poverty reduction. A better education
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for girls and access to reproductive health services can contribute to smaller, healthier families,
benefiting future generations.

Education for Alternative Economic Models: Challenge to the Status Quo

Alternative economic models that challenge the conventional approach of constant economic
growth are highlighted:

Steady State Economy: Proposed by Herman Daly, it seeks to maintain constant performance within
ecological limits instead of relentless economic growth.

Degrowth: It implies a transition towards a just, participatory and ecologically sustainable society,
reducing the global ecological impact.

Circular Economy: It advocates reducing the consumption of resources and eliminating the negative
effects of economic activity.

These alternative economic approaches offer a different perspective on growth economics and
should be considered in education to provide a more comprehensive and sustainable view of
the global economy.

Universal Progressive Education: Recognizing Diversity and Contextual Importance

It is important to recognize that Western education should not be dismissed in its entirety, as in
certain contexts, such as the fight against terrorism, it has proven to be essential. Questioning
generic education is valid, but not all forms of education should be criticized simply for
following a Western approach.

Discussion: The Good and the Bad of Education in Relation to the SDGs and Sustainability

This essay has offered a critical discussion on the positive and negative aspects of education in
the context of the Sustainable Development Goals and environmental sustainability. The
uncritical acceptance of the SDGs has been questioned and the need to more equitably consider
environmental and social aspects in education has been highlighted.

The author suggests that the expansion of institutions supporting the SDGs is not necessarily due to
a neoliberal conspiracy, but rather to indifferent management and a lack of consideration of
alternative visions. In the current political and cultural climate, education focuses on immediate
economic and social goals, leaving little room for long-term environmental issues.

conclusions

Education plays a fundamental role in the pursuit of sustainable development.

However, the transition from Education for Sustainable Development (DESD) to Education for the
Sustainable Development Goals (SDGs) is not without controversy. The SDGs, by focusing on the
"triple P" (People, Profit and Planet), often prioritize the social and economic to the detriment
of the ecological.

Criticism of Western education and its cognitive imperialism highlights the need for education
that is more inclusive and respectful of cultural perspectives and traditional knowledge.
Furthermore, more radical alternatives that address sustainability challenges from a broader and
emancipatory perspective should be considered, such as ecocentric education, ecopedagogy
and the promotion of alternative economic models.
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It is essential to recognize both the positive and negative aspects of education in relation
to the SDGs and sustainability and to be willing to question and reframe our educational
approaches in light of a more equitable and sustainable future. Education has the potential to
empower future generations to critically and actively address environmental and social
challenges, and that potential needs to be harnessed to build a more sustainable world.