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.
Chia-Ling Wang, National Taiwan Ocean University, Taiwan
Stream: Philosophy - Philosophy and Education
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