Abstract
Although the term ‘education for sustainable development' (ESD) was launched more than 15 years ago, it is still interpreted in widely differing ways. One part of the scientific community avoids the concept of sustainability, others discuss whether any changes have been launched in the educational field resulting from the new concept.
The article goes on to briefly summarize and contrast two different approaches in ESD, the first which defines ESD as a pluralistic tradition of environmental education and the concept of radical transformative approach calling for a paradigmatic shift in the whole educational environment.