ABSTRACT
As the diverse articles in this book indicate, Education for Sustainable Development and Global Citizenship (ESD/GC) is a means of implementing a global mission statement, the Sustainable Development 2030 Agenda. It is an effort, particularly as regards teacher training for early childhood education, to promote holistic, transformative, values-based learning. The authors of this compilation have provided useful observations about the role of education in nurturing peace, tolerance, justice and prosperity for all. These observations gain increased relevance when viewed against the backdrop of knowledge development and social change.
This chapter looks at the material presented in this book in light of the basic principles underlying the values upon which ESD/GC is based. It reflects on the methodologies, content and assessment models described in the various chapters. To what extent do they contribute to fostering empathy, adaptability, moderation and sharing? Do they stimulate critical thinking, caring collaboration and moments of creativity—all crucial elements of transformative learning? How do they help convert past knowledge into constructive, new insights in an increasingly interdependent world where concepts, tools and expectations evolve rapidly?
