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CRITICAL EVALUATION OF EDUCATION FOR SUSTAINABLE DEVELOPMENT GOALS

In a world focused on sustainability and development, education plays a crucial role, this analysis
explores education for sustainable development and sustainable goals, questioning its ability to
address environmental and social challenges, discusses more radical educational alternatives,
and the possibility of combining indigenous and scientific knowledge, this discussion raises
questions about how education can best contribute to sustainability and address environmental
challenges.

One of the main challenges that can be identified in the text of SDG number 4 is quality education,
since the text refers to the importance of early environmental education and its objective of making
students aware of the damage that is generated. to ecology and encourage them to participate in
the protection to improve the environment; In the same way, we visualize a relationship with
another challenge of the ODS that is number 15, which is focused on the life of the terrestrial
ecosystem and also in ODS number 14 in which it focuses on marine life. It is important to
highlight that environmental education can contribute to awareness and action to protect nature
and ecosystems.

The text mentions several aspects related to sustainable development and education. In
particular, the evolution of environmental education towards Education for Sustainable
Development (ESD) and Education for the Sustainable Development Goals (SDG) is discussed. In
the same way, the question of whether sustainable development is desirable is raised and the
complexities and contradictions inherent in these are mentioned.

However, the text also raises questions and challenges related to sustainability in general and
sustainable development, which could be linked to other SDGs, such as SDG number 1, which
focuses on ending poverty, and SDG number 2. which is zero hunger, since they mention the
implications of addressing poverty and hunger in relation to the consumption of natural resources
and environmental crises.

In addition, the text presents criticisms and challenges related to education for sustainable
development and education for sustainable development goals, in general, these criticisms
suggest that education for sustainable development and education for sustainable development
goals may lack from a solid foundation in ecological sustainability and may over-prioritize
economic growth and humane considerations over environmental protection. Critics argue for a
more balanced and thoughtful approach that promotes a deep understanding of the relationship
between people, profit and the planet in the context of sustainability.

It is possible to identify a text that criticizes the tendency of universal Western education to impose
its values and standards on other cultures and societies, which can lead to the loss of traditional
knowledge and the devaluation of indigenous perspectives. It also highlights how this education
often emphasizes preparation for economics to the detriment of other aspects of education and
wisdom.

The text presents a series of criticisms and concerns related to the adoption of the Sustainable
Development Goals (SDGs) and its focus on universal Western education. The main concerns are
summarized below and some alternative forms of education that can address these challenges
are mentioned:
Anthropocentrism and focus on economic growth: The orientation of the SDGs towards economic growth
and development is criticized, which often translates into a highly anthropocentric approach, that is,
focused on human benefits at the expense of consideration of the intrinsic values of nature. This contrasts
with earlier environmental education, which had a more exocentric approach and was concerned with
protecting the environment.

Lack of consideration of biodiversity and environmental ethics: Despite the fact that one of the SDGs (SDG
15) mentions the protection of biodiversity, it is criticized that the approach tends to focus on the
instrumental management of nature and the "sustainable use of resources", without adequately addressing
the ethical implications of the relationship between human beings and other species.

Decoupling of economic growth and resource consumption: It is noted that the SDGs assume that
economic growth can solve poverty without adequately taking into account its impact on the exploitation of
natural resources and economic inequality. Furthermore, the need for a change in the distribution of wealth
is not addressed.

Challenges of food production and sustainability: The SDGs focus on food production as a solution to
address hunger, but do not address the challenges associated with the intensification of agriculture or the
implications of organic agriculture in terms of use of resources and space.

Need for degrowth and family planning: The text suggests that degrowth of both population and
consumption is essential to address sustainability challenges, but the SDGs make no mention of family
planning or drastic economic and political reforms to achieve this.

The concerns raised in the text highlight the importance of a more critical, ethical and holistic education in
the context of sustainability. Alternative forms of education can help address these challenges and
promote a deeper understanding of environmental and social issues. Not only that, but the text also
presents a series of positive alternatives to hegemonic education. These alternatives move away from
conventional education focused on anthropocentrism and economics, and focus on a deeper understanding
of the interconnections between living things and the environment. They also promote environmental
justice and the active participation of students in the protection and preservation of the natural world.

It is important to highlight that the choice of an alternative economic model and its integration in education
depends on the specific educational objectives and the needs of the society in question. Each approach
has its advantages and challenges, and education can play an important role in promoting a broader and
more critical understanding of these economic models and their implications for sustainable development.

The fragment manages to emphasize the importance of an education that goes beyond the established
limits and critically addresses environmental challenges, even combining indigenous and scientific
knowledge. It also suggests that education should prioritize the survival of other species and the long-term
consequences of environmental degradation.
This raises important questions about how education can most effectively contribute to sustainability and
how environmental challenges can be addressed within education systems.
In conclusion, Education for Sustainable Development (ESDG) and the Sustainable Development
Goals (SDGs) pose challenges and limitations in their approach towards sustainability.
Educational alternatives that advocate for greater environmental awareness and a broader vision of
sustainability have been explored, including egocentric education, indigenous learning, and
approaches centered on alternative economic models. These approaches promote ecological
citizenship, emancipation and human rights as an integral part of education for sustainability.
Education of the future could benefit from combining traditional and scientific knowledge systems,
thus creating a diverse mosaic of approaches to address environmental and social challenges more
effectively.