ABSTRACT
Environmental degradation, sustainable development and effective community action have become key concerns for enlightened sections of societies around the world. Some emphasise the importance of understanding scientific knowledge while others believe that there already exists enough knowledge about the environmental disasters that humankind is facing due to phenomena like global warming. Their argument is that unless we radically alter our commercially oriented consumer lifestyle and associated processes such as large-scale production, mining and distribution methods, we will be doomed. Against this backdrop, this chapter explores the dichotomy between development and environment reflected in diverse discourses on the subject while highlighting the central role that education plays in transforming our attitudes and behaviours towards a sustainable lifestyle and future. The author argues that it is important for our teachers to employ action-oriented teaching pedagogy in schools and local contexts rather than limiting themselves to imparting knowledge on environmental challenges and potential solutions in abstract sense. Whole-school approaches to teaching and the need to prioritise local issues are emphasised along with developing critical environmental literacy about the evolving macro-, global picture.
