Higher Education Curricula for Ecologically Sustainable Development
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Abstract
This paper considers the practice of higher education curricula for sustainable development under
ecological crises. Therefore, the deficiency of an environmentally sustainable notion in higher
education curricula is first examined based on the work of American educationist C. A. Bowers.
Second, borrowing from the notion of deep ecology developed by Norwegian philosopher Arne Naess,
I discuss the perspective of ecological significance, and how to develop a deep ecological attitude in
university learning for sustainability. Third, drawing from the concepts of both Bowers and Naess, I
elaborate on possible practices of sustainable development in higher education curricula, including
defining the aims of sustainable education, exploring sustainable forms of cultural practice,
developing an ecologically sustainable lifestyle, and formulating an interdisciplinary curriculum
structure.
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References
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