| Teaching and learning sustainability are both difficult. It | | | | people whose lives can be good testimonies. By then, |
| can be taught today but it can be forgotten tomorrow. | | | | children will be able to tell you those who are in the |
| This scenario usually happens in the classroom | | | | position to make changes so as not to encourage |
| especially when the term is defined, explained and | | | | more and more chemical based products. |
| that's it. | | | | Also, in teaching sustainability in the classroom, you |
| Attacking sustainability in its sense is a process; instilling | | | | should always encourage open discussion. Participation |
| it in the mind of students to allow manifestation takes | | | | will spring out questions and with these questions |
| time. First you have to start from the basic. | | | | come answers. Teasing the minds of the students this |
| Fundamentals are always important because these | | | | will bring out ideas. Give out the most talked about |
| shall be the base of everything. It is necessary that the | | | | issues on sustainability like environment sustainability or |
| classroom is aware of it before going to the bigger | | | | sustainable development. By then, they can think of |
| picture of sustainability. Otherwise, all other lessons will | | | | plans and actions on how to promote and encourage |
| be wasted. | | | | sustainability in the school itself. You can present cases |
| Second, give the pros and cons. Let the students think | | | | and let them develop plans. As they formulate their |
| about the impact be it ecologically, economically or | | | | actions, every principle will be inculcated in their heads. |
| socially. Once the children recognize the basics, they | | | | Most importantly, teach sustainability through action. |
| will be able to realize their roles as bridges for | | | | Implementation counts. Whatever discussion that the |
| sustainability. Every action and decision for them will | | | | class had, let it be implemented. There's no better way |
| make sense and will perhaps give realizations. Next, | | | | to teach and implement it than by doing it. |
| cite and ask for examples. There will always be | | | | |