Moving beyond green: Sustainable development toward healthy environments, social justice, and strong economies

Abstract

Sustainability initiatives in higher education in general and student affairs specifically must recognize the impact of our present decisions on environmental health, social justice, and economic strength. Efforts must push beyond “green” ideas to identify solutions that move toward a future that is environmentally capable, more just and equitable, and economically viable for all.

Toward Conceptualizing Education for Sustainability in Higher Education

“…The Brundtland Commission (1987) is often recognized for contributing the most widely accepted definition of sustainability in the higher education field (Agyeman, Bullard, and Evans, 2003; Clugston and Calder 1999; Merkel and Litten 2007). This report was created to address poverty in a way that is sustainable by considering both the environment and the economy (Edwards 2012; Merkel and Litten 2007) and defines sustainability as “meeting the needs of the present without compromising the ability of future generations to meet their own needs” (1). Here, this report illumines the notion that sustainability does not signify mere human survival; instead, it is the modification of our actions to avoid compromising the lives of future generations.…”

“…As such, this definition provides temporal focus on the future and, interestingly, as a phenomenon is not new. For example, the Iroquois people have a historic tradition of encouraging members of their communities to consider the impact of today's decisions seven generations in the future (Edwards 2012; Merkel and Litten 2007). The concept of sustainability, therefore, with the support of the Brundtland Commission (1987), challenges us to think the same way (Edwards 2012).…”

“…For example, the Iroquois people have a historic tradition of encouraging members of their communities to consider the impact of today's decisions seven generations in the future (Edwards 2012; Merkel and Litten 2007). The concept of sustainability, therefore, with the support of the Brundtland Commission (1987), challenges us to think the same way (Edwards 2012). This definition is useful in the case of higher education students because education for sustainability prompts consideration of students’ roles beyond short‐term contributions to society while including their long‐term impacts on our world (Merkel and Litten 2007; Zwickle and Jones 2018).…”

“…This definition is useful in the case of higher education students because education for sustainability prompts consideration of students’ roles beyond short‐term contributions to society while including their long‐term impacts on our world (Merkel and Litten 2007; Zwickle and Jones 2018). Indeed, today's college students will be confronted with such sustainability‐related decisions for the rest of their lives (Edwards 2012).…”

Editor's Notes

“…An overwhelming majority of scientists agree that we are experiencing unprecedented environmental crises, while decades of worldwide policy initiatives identify education as the most promising mechanism for cultivating a more sustainable future. In quest of a solution, those same initiatives point toward educating students about sustainability as the best intervention for preparing future generations to engage in the sustainable living that could save the planet (Dobson 2011; Edwards 2012; Orr 1991; Sterling 2004). Despite this, higher education's engagement with these environmental and sustainability problems is sorely lacking, even at a time when higher education institutions have an undeniable moral responsibility to help our world address present needs, and enable future generations to achieve their goals and lead abundant lives (Baker‐Shelley 2016; Chase, Barlett, and Fairbanks 2012; Fadeeva and Mochizuki 2010).…”