Sustainable development as a world-view: Implications for education

Margarita PAVLOVA, Tatiana LOMAKINA

Research output: Chapter in Book/Report/Conference proceedingChapter


The normative philosophy of education has been argued by many (e.g. Brezinka (Philosophy of Educational Knowledge (trans: Brice JS, Eshelman R). Springer, Dordrecht, 1978/1992)) as the most important branch in the field of philosophy of education, as it sets aims for education, makes recommendations on the means and justifies them. The historical development of the normative philosophy of education goes back to the nineteenth century when attempts were made to establish a secular school system (Durkheim (Moral Education. The Free Press, New York, 1973)). Normative philosophy contains value judgments and normative statements based on a certain world-view and moral point of view. The objective is not only to investigate human behaviour but also to guide it. Educational aims express something that is desirable, such as abilities, competencies and virtues that should be acquired. This chapter refers to ideas of sustainable development and argues that its conceptualisation within the ethics of weak anthropocentrism – the environmental ethic that promotes the mutual flourishing of human and non-human nature (Pavlova 2009a) – provides a world-view and a moral stand that can be used by the normative philosophy of education for formulating objectives, and approaches to, education. With Russia as an example, where sustainable development was positioned as a world-view that formulates basic premises about humanity and the world, this chapter demonstrates that at the level of educational policy these dispositions have not been fully accepted. Copyright © 2016 Springer Science+Business Media Singapore.
Original languageEnglish
Title of host publicationSociological and philosophical perspectives on education in the Asia-Pacific region
EditorsChi-Ming LAM, Jae PARK
Place of PublicationSingapore
ISBN (Electronic)9789812879400
ISBN (Print)9789812879387
Publication statusPublished - 2016


sustainable development
environmental ethics
value judgement
moral education
historical development
school system
educational policy
nineteenth century
moral philosophy


Pavlova, M., & Lomakina, T. (2016). Sustainable development as a world-view: Implications for education. In C.-M. Lam, & J. Park (Eds.), Sociological and philosophical perspectives on education in the Asia-Pacific region (pp. 37-50). Singapore: Springer.


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