Advertisement

Sustainability Ethics Across the Curriculum

  • Randall CurrenEmail author
Chapter

Abstract

This chapter identifies confusion about the normative dimensions of sustainability as an important obstacle to teaching the ethics of sustainability across the curriculum. It aims to overcome this obstacle by presenting a framework of sustainability ethics consisting of principles derived from the most basic commitments of common morality. Four rationales and related models for teaching ethics across the curriculum are identified, and an argument for infusing education at all levels with education in sustainability and sustainability ethics is framed on this basis. The prescribed model involves cross-curricular integration and collaborative public service projects, where possible.

Keywords

Aggregate unsustainability Common morality Sustainable development Virtuous character Ethical domain Complexity 

References

  1. Annas, J. (2011). Intelligent virtue. Oxford: Oxford University Press.CrossRefGoogle Scholar
  2. Condon, P. (2010). Seven rules for sustainable communities: Design strategies for the post-carbon world. Washington, DC: Island Press.Google Scholar
  3. Curren, R. (2014a). Defining sustainability ethics. In M. Boylan (Ed.), Environmental ethics (2nd ed., pp. 331–345). Oxford: Wiley-Blackwell.Google Scholar
  4. Curren, R. (2014b). Judgment and the aims of education. Social Philosophy and Policy, 31(1), 36–59.CrossRefGoogle Scholar
  5. Curren, R. (2014c). Meaning, motivation, and the good. Conference keynote and professorial inaugural lecture. London: Royal Institute of Philosophy, January 24, http://www.youtube.com/watch?v=rhjZvbvpJYQ&feature=youtu.be.
  6. Curren, R. (2015). Virtue ethics and moral education. In M. Slote & L. Besser-Jones (Eds.), Routledge companion to virtue ethics (pp. 459–470). London: Routledge.Google Scholar
  7. Curren, R. (2017). Why character education?. London: Wiley-Blackwell.Google Scholar
  8. Curren, R., & Dorn, C. (2018). Patriotic education in a global age. Chicago: University of Chicago Press.CrossRefGoogle Scholar
  9. Curren, R., & Metzger, E. (2017). Living well now and in the future: Why sustainability matters. Cambridge, MA: MIT Press.CrossRefGoogle Scholar
  10. Curren, R., & Metzger, E. (2018). The art of preserving opportunity: A response to Ahlberg, Ferkany, Macleod, and Ruitenberg. Theory and Research in Education, 16(1), 113–117.CrossRefGoogle Scholar
  11. Egan, T. (2006). The worst hard time. New York: Mariner Books.Google Scholar
  12. Elgin, C. (2011). Science, ethics and education. Theory and Research in Education, 9(3), 251–263.Google Scholar
  13. Ferkany, M. (2018). Legitimizing education in sustainability. Theory and Research in Education, 16(1), 99–103.CrossRefGoogle Scholar
  14. Garvey, J. (2008). The ethics of climate change. London: Continuum.Google Scholar
  15. Gutmann, A., & Thompson, D. (1996). Democracy and disagreement. Cambridge, Mass.: Harvard University Press.Google Scholar
  16. Hovland, Kevin. (2006). Shared futures: Global learning and liberal education. Washington, D.C.: Association of American Colleges & Universities.Google Scholar
  17. Kristjánsson, K. (2015). Aristotelian character education. London: Routledge.Google Scholar
  18. Metzger, E., & Curren, R. (2017). Sustainability: Why the language and ethics of sustainability matter in the geoscience classroom. Journal of Geoscience Education, 65(2), 93–100. http://nagt-jge.org/toc/jgee/65/2.CrossRefGoogle Scholar
  19. Moore, K. D., & Nelson, M. P. (Eds.). (2010). Moral ground: Ethical action for a planet in peril. San Antonio: Trinity University Press.Google Scholar
  20. Negin, E. (2015). Documenting fossil fuel companies’ climate deception. Catalyst, 14(Summer), 8–11.Google Scholar
  21. Oreskes, N., & Conway, E. (2010). Merchants of doubt. New York: Bloomsbury Press.Google Scholar
  22. Peters, R. S. (2007). Education as initiation. In R. Curren (Ed.), Philosophy of education: An anthology (pp. 55–67). Oxford: Blackwell.Google Scholar
  23. Portney, K. (2015). Sustainability. Cambridge, MA: MIT Press.Google Scholar
  24. Powell, J. (2011). The inquisition of climate science. New York: Columbia University Press.CrossRefGoogle Scholar
  25. Raffaelle, R., Robison, W., & Selinger, E. (Eds.). (2010). Sustainability ethics: 5 questions. Copenhagen: Automatic Press.Google Scholar
  26. Raz, J. (2003). The practice of value. Oxford: Oxford University Press.Google Scholar
  27. Reuben, J. (1997). Beyond politics: Community civics and the redefinition of citizenship in the progressive era. History of Education Quarterly, 37(4), 406–416.CrossRefGoogle Scholar
  28. Rowe, D., Gentile, S. J., & Clevey, L. (2015). The US partnership for education for sustainable development: Progress and challenges ahead. Applied Environmental Education & Communication, 14(2), 112–120.CrossRefGoogle Scholar
  29. Strike, K. (2003). The ethics of teaching. In R. Curren (Ed.), A companion to the philosophy of education (pp. 509–524). Oxford: Blackwell.CrossRefGoogle Scholar
  30. UNESCO. (2005). Education for sustainable development: United Nations Decade (2005–2014) website. http://en.unesco.org/themes/education-sustainable-development.
  31. U.S. Bureau of Education. (1915). “The teaching of community civics,” U.S. Bureau of Education Bulletin, No. 23, Whole Number 650. Washington, D.C.: Government Printing Office.Google Scholar
  32. Wolf, S. (2010). Meaning in life and why it matters. Princeton, NJ: Princeton University Press.Google Scholar

Copyright information

© Springer International Publishing AG, part of Springer Nature 2018

Authors and Affiliations

  1. 1.University of RochesterRochesterUSA

Personalised recommendations