ABSTRACT
The current sustainability crisis demands a radical reorientation of the way we learn. In this chapter, sustainability is considered an emergent property of an ecology of learning that is a reflexive purposeful mix of actors, perspectives, forms of learning, connections, and support mechanism, driven by an ethical concern for the well-being of people and planet both now and in the future. In this chapter, sustainability-oriented learning is defined as an organic and relational process of continuous framing, reframing, tuning and fine-tuning, disruption and accommodation, and action and reflection, which is guided by a moral compass inspired by an ethic of care. Such learning implies and demands a certain freedom to explore alternative paths of development and new ways of thinking, valuing, and doing. Sustainability-oriented ecologies of learning are visualised as a blended learning space where multiple actors having different backgrounds co-create sustainability organically using a variety of tools, relations, and forms of learning. The concept of whole school or whole institution approaches is introduced as a way to enact such ecologies of learning in a systemic way.
