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-0.003 tc -0.01 tw [(pating in changing and pr)17(oblematic social r)18(ealities. postmodern discours)1(-)]tj t* -0.008 tc -0.004 tw [(es r)18(eject br)17(oad explanatory theories and general narratives, and they ques-)]tj t* 0 tc 0.024 tw [(tion universal values. however)74(, this does not pr)18(event its detractors fr)18(om)]tj t* 0.016 tw (claiming that postmodernity foments new dogmas and develops its own)tj t* 0 tw (metanarratives.)tj 1.8 -1.3 td 0.003 tc 0.122 tw (it is within this cultural macr)tj 13.52293 0 td (o-context, at the boundaries between)tj -15.32293 -1.3 td 0.006 tc 0.119 tw [(various manifestations of modernity and postmodernity)111(,)1( )1(t)1(h)1(a)1(t)1( )1(e)1(n)1(v)1(i)1(r)19(o)1(n)1(-)]tj t* 0 tc 0.073 tw [(mental education has evolved and that education for sustainable devel)1(-)]tj t* -0.006 tc -0.007 tw [(opment, for a sustainable futur)17(e or for sustainability have emer)18(ged. i shall)]tj t* -0.01 tc -0.003 tw [(briefly analyse these educational 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tf 10 0 0 10 129.9991 117.6709 tm 0 0 0 1 k 0.001 tc (connect)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 10 0 0 10 167.3654 117.6709 tm 0 0 0 1 k 0.001 tc 0.124 tw ((colin, 1997), which has hitherto been de-)tj -13.0365 -1.3 td 0 tc (voted to envir)tj 6.4486 0 td (onmental education, now limits the educational niche of)tj -6.4486 -1.3 td 0 tw (envir)tj 2.2932 0 td 0.102 tw (on-mental education to the disciplinary fields of science and tech)tj 29.57405 0.00001 td (-)tj -31.8673 -1.3 td 0 tw [(nology)110(.)]tj et 1 w 0 0 0 1 k 36 53.86 m 360 53.86 l s 0 0 0 0 k 36 38.9391 324 11.858 re f q /gs2 gs /gs1 gs q bt /f3 1 tf 8.5 0 0 8.5 36 44.6957 tm 0 0 0 1 k -0.0002 tc (14)tj 32.28293 0.00001 td 0 tc (lucie sauv\216)tj et q endstream endobj 10 0 obj << /length 5320 >> stream /gs0 gs 1 g 0 648 0 0 re f q /gs1 gs 0 0 0 0 k 72 63 324 531 re f q /gs1 gs q bt /f2 1 tf 10 0 0 10 91 585.6709 tm 0 0 0 1 k 0.103 tw [(in this changing context, contemporary envir)17(onmental education is)]tj -1.8 -1.30001 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envir)17(onment \(mcinnis,)]tj t* -0.009 tc -0.004 tw [(1972\), envir)18(onmental education is simply a \322new education\323 and the r)18(elat-)]tj t* -0.006 tc -0.007 tw [(ed discourse is typical of a pr)18(ogr)18(essive general education. this is often the)]tj t* -0.015 tc 0.002 tw (case with interveners who \322discover\323 education thr)tj 22.02982 0 td (ough their new concern)tj -22.02982 -1.30001 td -0.007 tc -0.005 tw [(w)1(i)1(t)1(h)1( )1(e)1(n)1(v)1(i)1(r)18(onmental education and confuse the two.)]tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 6 0 0 6 297.4736 388.2709 tm 0 0 0 1 k (6)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 10 0 0 10 302.8045 384.2709 tm 0 0 0 1 k -0.008 tc -0.005 tw [(others feel, however)74(,)]tj -22.98045 -1.3 td 0 tc -0.012 tw [(that envir)17(onmental education is closely linked with the teaching of ecolo)1(-)]tj t* 0.008 tc 0.116 tw [(gy or envir)17(onmental sciences. between these two extr)18(emes, we find a)]tj t* 0.02 tc 0.211 tw [(br)17(oad range of 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tm 0 0 0 1 k [(en)40(vir)19(onmental education between modernity and p)40(ostmodernity)-6275(15)]tj et q endstream endobj 11 0 obj << /length 4525 >> stream /gs0 gs 1 g 0 648 0 0 re f q /gs1 gs 0 0 0 0 k 36 63 324 531 re f q /gs1 gs q bt /f2 1 tf 10 0 0 10 37 585.6709 tm 0 0 0 1 k -0.008 tc -0.004 tw [(that can be grasped, yet not limited to one of its components, pr)17(e)1(r)19(equisites)]tj 0 -1.30001 td 0 tc 0 tw [(or attendant concerns, or lost in a dif)18(fuse and undif)18(fer)18(entiated whole.)]tj 1.8 -1.3 td -0.017 tc 0.004 tw [(the \322space\323 of envir)18(onmental education corr)18(esponds to the thir)18(d of the)]tj -1.8 -1.30001 td 0.008 tc 0.117 tw [(following thr)17(ee interpenetrated spher)18(es of interaction wher)17(e the basic)]tj t* 0 tc 0 tw [(development of a person occurs \(figur)18(e 1\): )]tj 0 -2.6 td tj 1.8 0 td -0.01 tc -0.003 tw [(first, ther)17(e is the spher)18(e of the self, the zone of identity wher)17(e a person)]tj 0 -1.3 td 0.009 tc 0.116 tw 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[(discr)18(editing envir)18(onmental education, would it not have been better to)]tj t* -0.001 tc -0.012 tw (acknowledge the obstacles posed by the social and educational context in)tj t* 0.001 tc 0.124 tw [(which envir)18(onmental education has attempted to implement itself and)]tj t* 0 tc 0 tw [(the lack of r)18(esour)17(ces allocated to its development?)]tj et 1 w 0 0 0 1 k 36 53.86 m 360 53.86 l s 0 0 0 0 k 36 38.9391 324 11.858 re f q /gs2 gs /gs1 gs q bt /f3 1 tf 8.5 0 0 8.5 36 44.6957 tm 0 0 0 1 k -0.0002 tc (18)tj 32.28293 0.00001 td 0 tc (lucie sauv\216)tj et q endstream endobj 14 0 obj << /length 5026 >> stream /gs0 gs 1 g 0 648 0 0 re f q /gs1 gs 0 0 0 0 k 72 63 324 531 re f q /gs1 gs q bt /f2 1 tf 10 0 0 10 91 585.6709 tm 0 0 0 1 k -0.005 tw [(the description of the historic evolution of envir)18(onmental education,)]tj -1.8 -1.30001 td -0.007 tc -0.006 tw [(the clarification of its characteristics and the discussion of its curr)19(ent pr)17(ob-)]tj 0 -1.3 td 0 tc -0.011 tw 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tw [(in r)18(eaction to the \322pr)17(ogr)17(ess\323 of western civilization caused by the exhaus)1(-)]tj t* 0 tc 0.033 tw [(tion of r)18(esour)17(ces and the destabilization of social balances of pow)1(er)74(. the)]tj t* 0.012 tc 0.113 tw (concept of sustainable development (iucn, 1980; wced, 1993, 1987))tj t* 0.003 tc 0.121 tw [(str)18(esses the close links between the economy and the envir)18(onment )-1(\(as)]tj t* -0.007 tc -0.006 tw [(does envir)18(onmental education\), but it emphasizes the developmental pole)]tj t* 0 tc 0.081 tw [(of the pr)17(oblematic. the envir)18(onment becomes a constraint that must be)]tj t* 0.003 tc 0.122 tw [(taken into account in or)17(der to maintain the trajectory of development.)]tj t* 0.02 tc 0.184 tw (mastery of natur)tj 8.07999 0 td 0.0199 tc (e)tj 0.9532 0 td 0.02 tc (takes the form of contr)tj 11.17801 0 td (ol or management of the)tj -20.2112 -1.3 td 0 tc 0 tw (envir)tj 2.29321 0 td (onment.)tj -0.49321 -1.30001 td -0.0131 tc (i)tj 0.56127 0 td -0.008 tc 0.001 tw [(shall ar)18(gue that the pr)17(oposed education for sustainable development)]tj -2.36127 -1.3 td -0.019 tc 0.011 tw [(does not corr)18(espond to a change of epistemological, ethical, or strategic par-)]tj t* 0.006 tc 0.124 tw (adigms, but to a pr)tj 8.95437 0 td 0 tw (ogr)tj 1.49654 0 td 0.124 tw [(essive form of modernity that aims to pr)18(eserve)]tj -10.45091 -1.30001 td -0.001 tc -0.012 tw [(v)-5(a)-5(l)-5(u)-5(e)-5(s)-5( )-5(a)-5(n)-5(d)-5( )-5(p)-5(r)-5(a)-5(c)-5(t)-5(i)-5(c)-5(e)-5(s)-5( )-5(o)-5(f)-5( )-5(m)-5(o)-5(d)-4(ernity)110(. this, in turn, pr)18(omotes an instr)8(umen-)]tj 0 -1.3 td -0.017 tc 0.004 tw (tal rationality based on scientific and technological knowledge. the concept)tj t* 0 tc 0.024 tw [(of sustainable development has been interpr)17(eted in many dif)18(fer)18(ent ways)]tj t* -0.016 tc 0.004 tw (and has also been the subject of such semantic inflation that it now includes)tj t* 0 tc 0.046 tw (every good intention in the world. however)tj 19.75122 0 td -0.0001 tc (,)tj 0.54572 0 td 0 tc (in this article, i r)tj 7.36776 0 td (efer to the)tj -27.66471 -1.3 td 0.02 tc 0.272 tw (essential meaning of sustainable development, as specified in the)tj t* 0.019 tc 0.106 tw [(br)8(undtland report (wced, 1987), and r)17(elated to the conservationist)]tj t* -0.002 tc -0.011 tw [(tradition, as a type of development that is concerned about r)18(esponding to)]tj t* 0.016 tc 0.109 tw (the needs of actual populations without compr)tj 22.04939 0 td [(omising the r)18(esour)18(ces)]tj -22.04939 -1.3 td 0 tc (r)tj 0.37695 0.00001 td 0 tw [(equir)17(ed for futur)18(e generations. )]tj 1.42305 -1.30001 td -0.005 tc -0.008 tw [(the concept of sustainable development emer)18(ged fr)18(om a compr)18(omise)]tj -1.8 -1.3 td 0.025 tc 0.137 tw (historically negotiated among various social partners on the w)tj 30.28275 0.00001 td 0 tw (orld)tj -30.2828 -1.3 td 0.009 tc 0.121 tw [(commission on envir)19(onment and development. sociologist jean-guy)]tj 0 tc (v)' 0.6351 0 td 0.005 tc 0.066 tw (aillancourt (1992) notes that the concept of eco-development was first)tj -0.6351 -1.3 td -0.015 tc 0.007 tw [(pr)17(oposed by ignacy sachs and maurice str)19(ong, among others. this concept)]tj t* 0.02 tc 0.434 tw [(l)-5(e)-5(a)-5(v)-5(e)-5(s)-5( l)-5(e)-5(s)-5(s)-5( r)13(o)-5(o)-5(m)-5( f)-5(o)-5(r)-5( a)-4(mbiguity: )5(it )5(combines )5(development )5(with)]tj et 1 w 0 0 0 1 k 72 53.842 m 396 53.842 l s 0 0 0 0 k 72 38.921 324 11.857 re f q /gs2 gs /gs1 gs q bt /f3 1 tf 8.5 0 0 8.5 72 44.6774 tm 0 0 0 1 k [(en)40(vir)19(onmental education between modernity and p)40(ostmodernity)-6275(19)]tj et q endstream endobj 15 0 obj << /length 4809 >> stream /gs0 gs 1 g 0 648 0 0 re f q /gs1 gs 0 0 0 0 k 36 63 324 531 re f q /gs1 gs q bt /f2 1 tf 10 0 0 10 37 585.6709 tm 0 0 0 1 k 0.006 tc 0.119 tw (consideration of the basic ecological principles and with an ecological)tj 0 -1.30001 td -0.01 tc -0.002 tw [(ethic based on the values of autonomy)111(, solidarity and r)18(esponsibility for the)]tj 0 -1.3 td 0.001 tc 0.124 tw [(socio-envir)18(onmental r)18(ealities. )36(as v)92(aillancourt points out, however)74(, any)]tj 0 -1.30001 td 0 tc 0.089 tw [(explicit r)17(efer)18(ence to ecology or envir)18(onment appear)17(ed very irritating to)]tj t* 0.107 tw [(many actors in the political and economic spher)18(es. the concept of sus-)]tj 0 -1.3 td -0.002 tc -0.011 tw (tainable development was adopted specifically because of its very vague-)tj t* 0 tc 0.006 tw (ness in terms of the actual type of development involved, other than that)tj t* 0.041 tw [(it could be sustained. )37(as a r)18(esult, many people felt comfortable with the)]tj t* 0.016 tw [(term; they could interpr)17(et it as they wished. this is one of the featur)18(es of)]tj t* 0.074 tw (modern communications as noted by sfez (1992), since it is deliberately)tj t* 0 tw (confusing and says everything and nothing at the same time. )tj 1.8 -1.3 td -0.025 tc 0.012 tw [(thus, \322sustainable development\323 was a shr)19(ewd slogan that made it pos-)]tj -1.8 -1.3 td 0 tc 0.096 tw (sible to start an initial dialogue (superficial though it might have been))tj t* (between the worlds of business and politics and the world of the envi)tj 31.86725 0 td (-)tj -31.86725 -1.3 td 0.001 tc 0.124 tw [(r)18(onment. realistically speaking, given the pr)17(evailing emphasis on eco-)]tj t* -0.009 tc -0.003 tw (nomics, assumptions can be made that it was one of the few keys available)tj t* -0.002 tc -0.011 tw [(for change. mor)18(eover)74(, the strategy pr)17(oved fr)8(uitful: envir)17(onmental aspects)]tj -0.0174 tc (of)' 1.08143 0 td -0.017 tc 0.005 tw [(pr)18(ojects wer)18(e henceforth r)17(ecognized as an obligatory concern (constraint))]tj -1.08143 -1.3 td -0.011 tc -0.002 tw [(in economic development and incr)19(easingly taken into account by decision-)]tj t* 0 tc 0 tw (makers.)tj 1.8 -1.3 td -0.003 tc -0.01 tw (in some curr)tj 5.51772 0 td (ent situations, and for certain specific objectives, the con)tj 24.54965 0 td 0 tc (-)tj -31.86737 -1.30001 td -0.008 tc -0.004 tw [(cept of sustainable development may pr)18(ove to be a judicious choice \(given)]tj 0 -1.3 td -0.015 tc 0.002 tw [(the initial cultur)17(e of the pr)17(otagonists\) and deserves use by political decision)]tj t* 0 tc -0.007 tw [(makers, or by those in business, as an incentive for envir)18(onmental action.)]tj -0.0001 tc (it)' 0.92711 0 td 0 tc 0.014 tw [(may be consider)18(ed as a first step towar)18(ds the development of a deeper)]tj -0.92711 -1.3 td 0 tw [(social and envir)18(onmental ethic. )]tj 1.8 -1.3 td -0.012 tc (however)tj 3.9729 0 td -0.0119 tc (,)tj 0.47549 0 td -0.012 tc -0.001 tw (the situation is completely dif)tj 12.73349 0 td 0 tw (fer)tj 1.15332 0 td -0.001 tw (ent in the field of education,)tj -20.1352 -1.30001 td -0.017 tc 0.005 tw (which involves the development of ethical and critical competencies in chil)tj 31.86716 0 td 0 tc (-)tj -31.86716 -1.3 td 0.043 tw [(dr)18(en and in the public in general\321competencies concerning meaning of)]tj t* -0.006 tc -0.006 tw [(r)18(ealities in their living milieu and meaning in their personal and collective)]tj t* -0.001 tc -0.012 tw (journeys. the analysis below shows that sustainable development cannot)tj t* 0 tc 0.025 tw [(be pr)17(oposed and even less imposed as a goal of education. first, it poses)]tj t* -0.016 tc 0.004 tw [(many pr)18(oblems of conceptual, ethical and cultural natur)17(es.)]tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 6 0 0 6 289.8074 173.6709 tm 0 0 0 1 k (8)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 10 0 0 10 295.0845 169.6709 tm 0 0 0 1 k -0.016 tc 0.004 tw (second, it does)tj -25.80845 -1.3 td 0 tc -0.012 tw [(not, in any way)110(, r)18(efer to an educational foundation but rather to a contex)-1(-)]tj t* 0 tw (tual choice made by some social actors at a specific historical moment. )tj et q /gs2 gs /gs1 gs q bt /f0 1 tf 10 0 0 10 156.4949 109.0709 tm 0 0 0 1 k (conceptual issues)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 10 0 0 10 37 85.2709 tm 0 0 0 1 k -0.009 tc -0.004 tw [(the expr)18(ession \322development\323 implies the idea of a trajectory)111(. the expr)17(es-)]tj 0 -1.3 td -0.017 tc 0.005 tw [(sion \322sustainable development\323 does not indicate the object or the dir)18(ection)]tj et 1 w 0 0 0 1 k 36 53.86 m 360 53.86 l s 0 0 0 0 k 36 38.9391 324 11.858 re f q /gs2 gs /gs1 gs q bt /f3 1 tf 8.5 0 0 8.5 36 44.6957 tm 0 0 0 1 k -0.0002 tc (20)tj 32.28293 0.00001 td 0 tc (lucie sauv\216)tj et q endstream endobj 16 0 obj << /length 5973 >> stream /gs0 gs 1 g 0 648 0 0 re f q /gs1 gs 0 0 0 0 k 72 63 324 531 re f q /gs1 gs q bt /f2 1 tf 10 0 0 10 73 585.6709 tm 0 0 0 1 k 0.059 tw [(of this trajectory)111(. usually)110(, a brief analysis of discourses will show that it)]tj 0 -1.30001 td 0.034 tw [(means \322economic development\323 (solely or primarily). in this r)19(egar)17(d, the)]tj 0 -1.3 td 0.012 tc 0.113 tw [(expr)17(ession \322sustainable development\323 quickly becomes an oxymor)18(on)]tj 0 -1.30001 td -0.011 tc -0.002 tw [(\(disinger)74(, 1990\) and leads to absur)18(d notions such as sustainable economies)]tj t* 0 tc -0.004 tw [(based on mining, as pr)18(oposed by the mining industry in western canada)]tj 0 -1.3 td 0 tw ((jickling, 1997).)tj 1.8 -1.3 td -0.013 tc 0.001 tw [(paradoxically)111(, and as noted earlier)74(, it is pr)17(ecisely the conceptual vague-)]tj -1.8 -1.3 td -0.012 tc -0.001 tw [(ness, so characteristic of this expr)18(ession, which gives the sustainable devel)1(-)]tj t* -0.018 tc 0.005 tw [(opment strategy all its str)17(ength (or weakness, depending on the viewpoint),)]tj t* 0 tc 0.068 tw [(since it can lead anywher)18(e. the statement by mcpeck (1981) concerning)]tj t* -0.025 tc 0.012 tw (critical thinking could very well be applied to sustainable development: \322for)tj t* -0.007 tc -0.005 tw [(very often with such matters appr)17(oval diminishes in inverse pr)19(oportion to)]tj t* 0 tc 0 tw [(the clarity with which they ar)17(e per)17(ceived\323 (p. 1).)]tj 1.8 -1.3 td -0.014 tc 0.001 tw (it is well known that ther)tj 10.76951 0 td -0.0138 tc (e)tj 0.70253 0 td -0.014 tc [(ar)18(e many dif)17(fer)18(ent definitions of sustainable)]tj -13.27204 -1.3 td -0.004 tc -0.008 tw [(development (sauv\216, 1996). w)92(olfgang sachs (1996) suggests thr)18(ee ways of)]tj t* 0.005 tc 0.12 tw (looking at sustainable development. observe how his perspectives \(in)tj t* 0 tc 0 tw [(italics\) ar)18(e r)17(elated to a security crisis:)]tj 0 -2.6 td tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 10 0 0 10 91 351.6709 tm 0 0 0 1 k -0.009 tc -0.004 tw [(fr)17(om the f)]tj et q /gs2 gs /gs1 gs q bt /f11 1 tf 10 0 0 10 131.5337 351.6709 tm 0 0 0 1 k -0.009 tc -0.004 tw [(ortr)17(ess perspective, )]tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 10 0 0 10 217.4647 351.6709 tm 0 0 0 1 k -0.009 tc -0.004 tw (the people of the north fear the dangers of the)tj -12.64647 -1.3 td -0.012 tc -0.001 tw (boomerang effect of the misery in the south and view sustainable development)tj t* -0.011 tc (as the viability of their own type of development, shelter)tj 21.72509 0 td (ed fr)tj 1.73076 0 td (om global thr)tj 5.18417 0 td 0 tw (eats.)tj -28.64002 -1.30001 td -0.01 tc -0.002 tw [(the north is the savior and the fortr)18(e)1(s)1(s)1( )1(c)1(a)1(n)1( )1(r)17(esist)1( only if it pr)17(opagates its own)]tj 0 -1.3 td 0 tc 0.023 tw (development model)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 10 0 0 10 168.1683 299.6709 tm 0 0 0 1 k -0.0001 tc (.)tj 0.5232 0 td 0 tc 0.023 tw [(it will be seen that a number of sustainable devel)-1(-)]tj -8.24003 -1.3 td 0.063 tw [(opment training pr)17(ograms ar)18(e gear)18(ed to this instr)7(umental appr)18(oach)]tj t* 0.11 tw [(\(transmission of scientific knowledge, technical expertise and man)1(-)]tj t* 0.008 tw [(agement skills\), which pr)18(oposes a means of achieving a goal that has)]tj t* 0 tw (not been clarified or discussed.)tj -1.8 -1.3 td tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 10 0 0 10 91 234.6709 tm 0 0 0 1 k -0.018 tc (fr)tj 0.89249 0 td -0.017 tc 0.005 tw (om the )tj et q /gs2 gs /gs1 gs q bt /f11 1 tf 10 0 0 10 128.2455 234.6709 tm 0 0 0 1 k -0.018 tc (astr)tj 1.69074 0 td (onaut\325)tj 2.74997 0 td -0.0174 tc (s)tj 0.66401 0 td -0.017 tc (perspective,)tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 10 0 0 10 232.0731 234.6709 tm 0 0 0 1 k -0.017 tc 0.005 tw (the entir)tj 3.24763 0 td -0.0174 tc (e)tj 0.60905 0 td -0.017 tc (earth becomes an object of man)tj 12.10308 0 td 0 tc (-)tj -30.06707 -1.30001 td -0.017 tc 0.004 tw [(agement: only a new world order can save the earth and pr)16(ovide the yardsticks)]tj 0 -1.3 td 0 tc 0.027 tw [(that will ensur)17(e that development is sustainable)]tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 10 0 0 10 284.2429 208.6709 tm 0 0 0 1 k -0.0002 tc (.)tj 0.52656 0 td 0 tc 0.027 tw [(the planetary)110(, global or)]tj -19.85085 -1.3 td -0.007 tc -0.006 tw (international perspectives that ar)tj 14.30151 0 td -0.0072 tc (e)tj 0.70903 0 td -0.007 tc 0 tw (pr)tj 0.96407 0 td -0.006 tw (oposed for education today often)tj -15.97461 -1.30001 td 0 tc 0 tw [(adopt an ethic of the astr)17(onaut.)]tj -1.8 -1.3 td tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 10 0 0 10 91 169.6709 tm 0 0 0 1 k -0.023 tc 0.011 tw (the e)tj et q /gs2 gs /gs1 gs q bt /f11 1 tf 10 0 0 10 111.3273 169.6709 tm 0 0 0 1 k -0.023 tc 0.011 tw (ndogenous perspective )tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 10 0 0 10 208.612 169.6709 tm 0 0 0 1 k -0.023 tc 0.011 tw [(p)1(r)18(oposes an alternative form of development. the)]tj -11.7612 -1.3 td 0.008 tc 0.117 tw [(gr)17(owth economy thr)18(eatens subsistence economies and thr)15(eatens the very)]tj t* -0.014 tc 0.002 tw [(basis of human existence and, in the longer term, those of the biospher)16(e. in this)]tj t* 0 tc 0.039 tw [(context, for many communities, \322sustainability\323 means nothing mor)18(e than)]tj t* 0.006 tw [(r)18(esistance to development. the endogenous perspective involves a sear)15(ch for)]tj t* -0.015 tc 0.002 tw (something beyond development)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 10 0 0 10 215.0434 104.6709 tm 0 0 0 1 k -0.015 tc 0.002 tw ((esteva, 1996), shelter)tj 9.19416 0.00001 td [(ed fr)18(om cultural dis-)]tj -21.5985 -1.3 td 0 tc 0 tw (integration and the disintegration of small economies.)tj et 1 w 0 0 0 1 k 72 53.842 m 396 53.842 l s 0 0 0 0 k 72 38.921 324 11.857 re f q /gs2 gs /gs1 gs q bt /f3 1 tf 8.5 0 0 8.5 72 44.6774 tm 0 0 0 1 k [(en)40(vir)19(onmental education between modernity and p)40(ostmodernity)-6275(21)]tj et q endstream endobj 17 0 obj << /length 5181 >> stream /gs0 gs 1 g 0 648 0 0 re f q /gs1 gs 0 0 0 0 k 36 64.1111 324 531 re f q /gs1 gs q bt /f2 1 tf 10 0 0 10 59.2158 376.66 tm 0 0 0 1 k (figur)tj 2.38233 0 td -0.0001 tc (e)tj 0.72876 0 td 0 tc (2. the conceptual str)tj 9.12451 0 td (uctur)tj 2.35229 0 td -0.0001 tc (e)tj 0.72872 0 td 0 tc (of sustainable development.)tj -17.53819 -2.60001 td -0.002 tc -0.01 tw [(certainly)110(, many educators who advocate education for sustainable devel)1(-)]tj 0 -1.3 td 0 tc 0.035 tw [(opment have dissociated themselves fr)19(om the first of these perspectives.)]tj t* 0 tw (however)tj 4.05493 0 td -0.0001 tc (,)tj 0.51907 0 td 0 tc 0.019 tw (it r)tj 1.2633 0 td (emains the key to explaining many of today\325s political and)tj -5.8373 -1.30001 td 0 tw (economic decisions. )tj 1.8 -1.3 td 0.006 tc 0.119 tw [(for example, the pr)17(esident\325s council on sustainable development)]tj -1.8 -1.3 td -0.011 tc -0.001 tw ((1997, p. 98) advocates sustainable development as a means of maintaining)tj t* 0 tc -0.01 tw [(the \322american dr)18(eam\323 and points out that one of the objectives of educa-)]tj t* -0.009 tc -0.004 tw (tion for sustainable development is to incr)tj 18.21824 0 td (ease national competitiveness in)tj -18.21824 -1.3 td 0.0118 tc (a)tj 0.88671 0 td 0.012 tc 0.113 tw (global economy)tj 7.19106 0 td 0.0118 tc (.)tj 0.63657 0 td 0.012 tc 0 tw (her)tj 1.72375 0 td 0.113 tw (e, in highly explicit form, we have the logic of)tj -10.43809 -1.30001 td 0 tc 0 tw [(modernity)111(.)]tj 1.8 -1.3 td -0.008 tc -0.004 tw [(otherwise, the conceptual scheme of sustainable development \(figur)18(e)]tj -1.8 -1.3 td -0.005 tc -0.008 tw [(2\) r)18(epr)17(esented by thr)17(ee inter)18(connected cir)18(cles (or by a triangle) is extr)17(eme-)]tj t* -0.009 tc -0.004 tw [(ly pr)17(oblematic. this scheme pr)19(esents the spher)17(e of the economy as outside)]tj t* -0.024 tc 0.012 tw (society and not as an integral component of social choices: it is a supra-entity)tj t* -0.004 tc -0.008 tw (that governs the r)tj 7.69412 0 td [(elationship between society and the envir)17(onment, and it)]tj -7.69412 -1.3 td -0.014 tc 0.001 tw [(is in the economic spher)18(e that development takes place. of course, this r)18(ep)-1(-)]tj t* 0 tc 0.023 tw [(r)18(esents the actual domination of the global economy which is supr)18(emely)]tj t* -0.013 tc 0.001 tw (alienating for societies and an obstacle to endogenous development \(which)tj t* 0.017 tc 0.108 tw (is also called autonomous development or alternative development\).)tj t* -0.02 tc 0 tw (however)tj 3.9161 0 td (,)tj 0.4674 0 td 0.007 tw (as jickling (1993) has noted, if it is important to educate about this)tj -4.3835 -1.3 td 0 tc (r)tj 0.377 0 td 0.076 tw (eality called sustainable development since it is a phenomenon of con)tj 31.49028 0.00001 td (-)tj -31.8672 -1.3 td -0.012 tc -0.001 tw [(temporary society)111(, it seems otherwise clearly unacceptable to educate )]tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 10 0 0 10 337.4279 77.66 tm 0 0 0 1 k -0.012 tc (for)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 10 0 0 10 350.5619 77.66 tm 0 0 0 1 k -0.012 tc (it.)tj et 1 w 0 0 0 1 k 36 53.86 m 360 53.86 l s 0 0 0 0 k 36 38.9391 324 11.858 re f q /gs2 gs /gs1 gs q bt /f3 1 tf 8.5 0 0 8.5 36 44.6957 tm 0 0 0 1 k -0.0002 tc (22)tj 32.28293 0.00001 td 0 tc (lucie sauv\216)tj et /gs2 gs 0 0 0 0 k 79 416.5 233.5 171.611 re f /gs1 gs 1 w 0 0 0 1 k 77 414.5 237.5 175.611 re s 79 416.5 233.5 171.611 re s q 276.538 469.6645 m 276.538 443.8908 256.4925 422.997 231.765 422.997 c 207.0376 422.997 186.992 443.8908 186.992 469.6645 c 186.992 495.4383 207.0376 516.332 231.765 516.332 c 256.4925 516.332 276.538 495.4383 276.538 469.6645 c w* n 1.339 w 276.538 469.6645 m 276.538 443.8908 256.4925 422.997 231.765 422.997 c 207.0376 422.997 186.992 443.8908 186.992 469.6645 c 186.992 495.4383 207.0376 516.332 231.765 516.332 c 256.4925 516.332 276.538 495.4383 276.538 469.6645 c s q q 208.756 469.0395 m 208.756 443.6126 188.1432 423 162.716 423 c 137.2888 423 116.676 443.6126 116.676 469.0395 c 116.676 494.4665 137.2888 515.079 162.716 515.079 c 188.1432 515.079 208.756 494.4665 208.756 469.0395 c w* n 1.339 w 208.756 469.0395 m 208.756 443.6126 188.1432 423 162.716 423 c 137.2888 423 116.676 443.6126 116.676 469.0395 c 116.676 494.4665 137.2888 515.079 162.716 515.079 c 188.1432 515.079 208.756 494.4665 208.756 469.0395 c s q q 240.78 534.244 m 240.78 508.47 220.7342 487.576 196.0065 487.576 c 171.2788 487.576 151.233 508.47 151.233 534.244 c 151.233 560.0181 171.2788 580.912 196.0065 580.912 c 220.7342 580.912 240.78 560.0181 240.78 534.244 c w* n 1.339 w 240.78 534.244 m 240.78 508.47 220.7342 487.576 196.0065 487.576 c 171.2788 487.576 151.233 508.47 151.233 534.244 c 151.233 560.0181 171.2788 580.912 196.0065 580.912 c 220.7342 580.912 240.78 560.0181 240.78 534.244 c s q q /gs2 gs /gs1 gs q bt /f10 1 tf 8.152 0 0 7.546 179.0932 530.8337 tm 0 0 0 1 k -0.0001 tc (e)tj 0.6669 0.00001 td 0 tc [(conom)15(y)]tj et q /gs2 gs /gs1 gs q bt /f10 1 tf 8.152 0 0 7.546 142.1794 464.6745 tm 0 0 0 1 k (society)tj et q /gs2 gs /gs1 gs q bt /f10 1 tf 8.152 0 0 7.546 214.0126 463.6026 tm 0 0 0 1 k [(en)20(vironment)]tj et q endstream endobj 18 0 obj << /length 4876 >> stream /gs0 gs 1 g 0 648 0 0 re f q /gs1 gs 0 0 0 0 k 72 63 324 531 re f q /gs1 gs q bt /f0 1 tf 10 0 0 10 202.7744 582.7394 tm 0 0 0 1 k (ethical issues)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 10 0 0 10 73 558.9393 tm 0 0 0 1 k 0.005 tc 0.12 tw (the conceptual issue of education for sustainable development is also)tj 0 -1.3 td -0.014 tc 0.001 tw [(associated with an ethical issue. indeed, sustainable development pr)18(oposes)]tj t* 0.02 tc 0.125 tw (the sustainability of the development itself as a \322goal of humanity\323)tj t* -0.014 tc 0.001 tw [((unesco, 1988). mor)18(eover)74(, sustainability is viewed as a supr)18(eme value on)]tj t* 0 tc 0.037 tw [(which all other values must conver)18(ge such as r)18(espect, solidarity)111(, r)18(espon-)]tj t* -0.007 tc -0.006 tw [(sibility and so on. the r)18(elationship with the envir)17(onment is subor)18(dinate to)]tj t* -0.018 tc 0.005 tw (economic development: the only issue is not to exceed the carrying capacity)tj t* 0 tc 0.006 tw [(of the envir)18(onment while meeting the needs \(which ar)17(e not discussed\) of)]tj t* -0.01 tc -0.003 tw [(curr)18(ent and futur)17(e western-style societies. sustainability becomes the basis)]tj t* 0 tc 0 tw [(of the ethical system of the pr)17(oposed educational r)19(eform.)]tj 1.8 -1.3 td -0.018 tc 0.005 tw (of course, it is quite legitimate and necessary to be concerned about the)tj -1.8 -1.3 td -0.017 tc [(fate of one\325s childr)18(en and grandchildr)18(en. the concept of a transgenerational)]tj t* -0.008 tc -0.005 tw (community put forwar)tj 9.95891 0 td (d)tj 0.84035 0 td (by shalit (1995) seems pr)tj 10.73811 0 td [(omising in this r)18(egar)17(d. it)]tj -21.53737 -1.30001 td 0.004 tc 0.121 tw (can also be assumed, as jonas (1984) does, that it is the indeterminate)tj 0 -1.3 td -0.018 tc 0.005 tw [(futur)17(e, much mor)19(e than actual time-space for action, that constitutes the r)17(el)-1(-)]tj t* 0.001 tc 0.124 tw [(evant horizon of r)18(esponsibility)110(. it is another thing, however)73(, to elevate)]tj t* 0 tc 0.009 tw (sustainability to the status of a supr)tj 15.751 0 td (eme value. is it for some social actors)tj -15.751 -1.3 td -0.017 tc 0.004 tw [(no mor)18(e than a book-keeping value that underlies the concern to ensur)17(e the)]tj t* -0.014 tc 0.001 tw [(sustainability of r)17(esour)18(ces in in the inter)18(est of sustainability of supplies and)]tj t* -0.022 tc 0.009 tw [(pr)17(ofits? fr)18(om this perspective, solidarity is viewed as a tool of sustainability:)]tj t* 0 tc 0.087 tw [(as markets ar)18(e globalized and the world\325s r)18(esour)18(ces ar)18(e pooled \(for the)]tj t* -0.002 tc -0.011 tw (benefit of the multinationals in particular\), the \322tragedy of the commons\323)tj t* 0 tc 0.096 tw (\(after har)tj 4.42001 0 td (din, 1968\) must be avoided as well as the conflicts that could)tj -4.42001 -1.3 td 0.016 tw [(emer)18(ge fr)17(om the for)18(getfulness or the abusive exploitation of certain pop)-1(-)]tj t* 0.007 tc 0.118 tw [(ulations. the narr)18(owly anthr)17(opocentric ethic of the modern \322fortr)18(ess\323)]tj t* 0 tc 0 tw [(becomes all too evident her)18(e.)]tj 1.8 -1.3 td 0.053 tw [(otherwise, is it ethically acceptable to \322educate\323 by inculcating pr)16(e)1(-)]tj -1.8 -1.3 td -0.012 tc 0 tw (determined choices (jickling, 1993), especially if they impose on us a global)tj t* 0 tc 0.035 tw (economicist pr)tj 6.51663 0 td (oject that is out of our contr)tj 12.35588 0 td (ol? is it ethically acceptable to)tj -18.87251 -1.30001 td -0.014 tc 0.002 tw [(r)18(e)1(s)1(t)1(r)9(u)1(c)1(t)1(u)1(r)18(e education ar)18(ound a concern for (economic) development and to)]tj 0 -1.3 td -0.025 tc 0.012 tw [(hope that it will be sustained, particularly in our societies wher)17(e people have)]tj t* 0 tc -0.01 tw (not yet learned to be and to live her)tj 15.60309 0 td -0.0001 tc (e)tj 0.71912 0 td 0 tc [(and now)92(. is it ethically acceptable to)]tj -16.32221 -1.3 td -0.016 tc 0.003 tw [(export, and impose, the concept of sustainable development on curr)18(ent and)]tj t* 0 tc 0 tw (futur)tj 2.24121 0.00001 td -0.0001 tc (e)tj 0.72697 0 td 0 tc -0.002 tw (populations or gr)tj 7.67947 0.00001 td (oups who might wish to pr)tj 11.99355 0.00001 td (opose other frames of)tj -22.6412 -1.3 td 0 tw [(r)18(efer)18(ence?)]tj 1.8 -1.3 td 0.006 tc 0.109 tw [(certainly)110(, those educators who advocate education for sustainable)]tj -1.8 -1.3 td -0.013 tc -0.01 tw [(development or sustainability will not agr)17(ee with such criticisms. they will)]tj t* -0.025 tc 0.003 tw [(ar)18(gue that the \322tr)6(ue meaning\323 of sustainable development is not understood.)]tj et 1 w 0 0 0 1 k 72 53.842 m 396 53.842 l s 0 0 0 0 k 72 38.921 324 11.857 re f q /gs2 gs /gs1 gs q bt /f3 1 tf 8.5 0 0 8.5 72 44.6774 tm 0 0 0 1 k [(en)40(vir)19(onmental education between modernity and p)40(ostmodernity)-6275(23)]tj et q endstream endobj 19 0 obj << /length 5520 >> stream /gs0 gs 1 g 0 648 0 0 re f q /gs1 gs 0 0 0 0 k 36 63 324 531 re f q /gs1 gs q bt /f2 1 tf 10 0 0 10 37 585.6709 tm 0 0 0 1 k 0.01 tc 0.115 tw [(t)10(h)10(e)10( )10(term \322sustainable development\323 will be r)17(eplaced by \322sustainable)]tj 0 -1.30001 td -0.005 tc -0.007 tw [(futur)17(e\323 or \322sustainable world\323 or simply by \322sustainability)111(.\323 )37(a)-183(distinction)]tj 0 -1.3 td -0.018 tc 0.005 tw [(will be made between weak sustainability and str)17(ong sustainability \(see, for)]tj 0 -1.30001 td 0 tc 0.004 tw [(example, huckle, 1996\). if it is to satisfy a mor)18(e fundamental educational)]tj t* -0.005 tc -0.007 tw [(ethic, the framework of sustainable development must be r)18(einterpr)17(eted or)]tj 0 -1.3 td 0 tc 0.002 tw [(r)18(eformulated. why then do we simply not change the framework since it)]tj -0.0001 tc (is)' 0.96458 0 td 0 tc 0 tw [(obviously pr)18(oblematic? )]tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 10 0 0 10 37 480.2709 tm 0 0 0 1 k (cultural issue)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 10 0 0 10 37 460.0709 tm 0 0 0 1 k -0.004 tc -0.008 tw [(in addition to posing conceptual and ethical pr)18(oblems, the concept of sus-)]tj 0 -1.3 td 0 tc 0 tw (tainable development is 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1998, p. 168,)tj t* 0 tc 0 tw (emphasis added\))tj 0 -2.33333 td 0.008 tc 0.117 tw (survival insurance \()tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 9 0 0 9 138.4008 347.9489 tm 0 0 0 1 k 0.008 tc 0.117 tw (which is the concern of sustainable development)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 321.3933 347.9489 tm 0 0 0 1 k 0.0083 tc (\))tj 0.71619 0 td 0.008 tc (can)tj -30.31545 -1.16667 td -0.007 tc -0.005 tw (become a dominant imperative only in a society that cannot pr)tj 27.11947 0 td (event itself)tj -27.11947 -1.16667 td 0.006 tc 0.119 tw [(fr)17(om testing the limits of natur)18(e. for any other it has no importance.)]tj t* 0 tc 0 tw ((sachs, 1996, p. 80, translation, emphasis added))tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 10 0 0 10 55 292.9489 tm 0 0 0 1 k -0.01 tc -0.003 tw [(the opening to )37(amerindian, oriental or )36(a)1(frican cultur)17(es, in particular)74(,)]tj -1.8 -1.3 td 0 tc 0.011 tw [(suggests other ways to r)18(elate to time. such ways ar)17(e not pr)18(ojected solely)]tj t* -0.018 tc 0.005 tw [(into the futur)17(e, but have r)17(oots in the past and focus on the pr)18(esent, and seek)]tj t* -0.014 tc 0.001 tw [(ways to achieve a unity of \322beings and things\323 and harmony her)17(e and now)]tj t* 0 tc [(\(zer)18(omski, 1997\). the concept of \322development,\323 as adopted in the w)92(est,)]tj t* -0.007 tw (does not exist in these cultur)tj 12.56995 0 td (es wher)tj 3.41751 0 td -0.0002 tc (e)tj 0.72211 0 td 0 tc (balance with the envir)tj 9.79069 0 td (onment does)tj -26.50026 -1.30001 td -0.023 tc 0.011 tw [(not have to be interpr)17(eted as a special kind of (sustainable) pr)17(edation, or tak-)]tj 0 -1.3 td 0.001 tc 0.124 tw [(ing. rather)73(, this balance is r)18(elated to a cosmology completely dif)18(f)1(e)1(r)19(e)1(n)1(t)]tj t* -0.005 tc 0 tw (fr)tj 0.69997 0 td -0.008 tw (om ours, a cosmology that has nothing to do with the modern paradigm)tj -0.69997 -1.3 td -0.001 tc -0.012 tw (of sustainable development or with the r)tj 17.8188 0.00001 td (omantic explanatory theories we)tj -17.8188 -1.30001 td -0.005 tc -0.008 tw [(could be tempted to elaborate. these cultural r)17(ealities also r)18(emain beyond)]tj 0 -1.3 td 0 tc 0 tw [(the r)17(each of the modern/postmodern analytic framework. )]tj 1.8 -1.3 td -0.002 tc -0.011 tw (since it is a question of determining the \322goal of humanity\323 and find-)tj -1.8 -1.3 td -0.014 tc 0.001 tw [(ing a global educational pr)17(oject, it is important not to mark such a pr)18(oposal)]tj t* -0.001 tc -0.012 tw (with cultural r)tj 6.3309 0 td [(efer)17(ences that will not be r)18(ecognized by the most populous)]tj -6.3309 -1.3 td 0.003 tc 0.122 tw (half of our planet. concerning education for sustainable development,)tj t* -0.017 tc 0.004 tw (batchily ba (1997) of w)tj 9.79997 0.00001 td [(est )37(africa hopes that the same educational objectives)]tj -9.8 -1.3 td -0.002 tc -0.011 tw (as ar)tj 2.0315 0 td -0.0018 tc (e)tj 0.7145 0 td -0.002 tc (adopted in the )tj 6.58747 0.00001 td (americas would not be foisted onto )tj 15.90957 0.00001 td (african peoples)tj et 1 w 0 0 0 1 k 36 53.86 m 360 53.86 l s 0 0 0 0 k 36 38.9391 324 11.858 re f q /gs2 gs /gs1 gs q bt /f3 1 tf 8.5 0 0 8.5 36 44.6957 tm 0 0 0 1 k -0.0002 tc (24)tj 32.28293 0.00001 td 0 tc (lucie sauv\216)tj et q endstream endobj 20 0 obj << /length 4774 >> stream /gs0 gs 1 g 0 648 0 0 re f q /gs1 gs 0 0 0 0 k 72 63 324 531 re f q /gs1 gs q bt /f2 1 tf 10 0 0 10 73 585.6709 tm 0 0 0 1 k -0.025 tc 0.012 tw [(experiencing other r)17(ealities and pr)18(oblems: \322it is not sustainable development)]tj 0 -1.30001 td 0 tc 0.019 tw [(that we need to manage at this time but day-to-day survival.\323 mor)17(eover)74(,)]tj 0 -1.3 td 0.007 tw [(batchily ba r)18(egr)17(ets that the appearance of new names \(sustainable devel-)]tj 0 -1.30001 td 0.068 tw [(opment and sustainable futur)17(e\) harms ef)18(forts to legitimize and stabilize)]tj t* 0.006 tc 0.119 tw [(envir)18(onmental education. these ef)18(forts have pr)17(oved too costly for the)]tj 0 -1.3 td -0.017 tc 0.004 tw [(poor countries and for the international community)111(. it is r)18(egr)17(ettable that the)]tj t* 0.003 tc 0.122 tw [(international authorities change the fundamental orientation of educa)-1(-)]tj t* 0 tc 0 tw [(tion along with short-lived (non-sustainable) and hegemonic pr)18(oposals.)]tj et q /gs2 gs /gs1 gs q bt /f0 1 tf 10 0 0 10 174.7141 460.0709 tm 0 0 0 1 k (pedagogical observations)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 10 0 0 10 73 436.2709 tm 0 0 0 1 k -0.001 tc -0.012 tw [(t)90(wo observations on the pedagogical aspects of education for sustainable)]tj 0 -1.3 td 0 tc 0 tw [(development need to be made her)18(e. on the one hand, we often find, as is)]tj t* -0.017 tc 0.005 tw [(t)1(r)8(u)1(e)1( )1(o)1(f)1( )1(e)1(n)1(v)1(i)1(r)19(onmental education, the same enthusiasm as is felt by someone)]tj t* -0.014 tc 0.001 tw (who discovers education, or gains new insights into education, thr)tj 28.46061 0 td (ough his)tj -28.46061 -1.30001 td -0.001 tc -0.012 tw (or her involvement with education for sustainable development/sustain-)tj 0 -1.3 td -0.022 tc 0.009 tw [(ability/a sustainable futur)17(e \(which seems to be a valuable and positive spin-)]tj t* -0.005 tc -0.007 tw [(of)18(f\). these pr)18(oposals become synonymous with pedagogical r)18(enewal. the)]tj t* -0.004 tc -0.009 tw [(specific natur)18(e of education for sustainable development is confused with)]tj t* 0 tc 0.093 tw (the pedagogical appr)tj 9.524 0 td (oaches adopted, which ar)tj 11.53442 0 td -0.0002 tc (e)tj 0.82135 0 td 0 tc (otherwise pr)tj 5.67506 0 td (esented as)tj -27.55483 -1.30001 td -0.006 tc -0.007 tw (being specific to education for sustainable development or education for a)tj 0 -1.3 td -0.019 tc 0.007 tw [(sustainable futur)17(e or education for sustainability)111(. thus, we find in some dis)1(-)]tj t* 0.001 tc 0.124 tw [(courses \(for example t)56(ilbury)110(, 1995\) a list of pedagogical characteristics)]tj t* 0.002 tc 0.123 tw (attributed to education for sustainable development that in fact r)tj 29.80855 0 td 0 tw (epeat)tj -29.80855 -1.3 td 0 tc [(the same elements that wer)18(e associated with envir)18(onmental education 20)]tj t* -0.022 tc 0.01 tw [(years ago and which ar)18(e, for the most part, characteristics of the general pr)17(o)1(-)]tj t* 0 tc 0 tw [(gr)17(essive movement in education.)]tj 1.8 -1.3 td -0.011 tc -0.002 tw [(however)74(, despite the innovative pedagogical strategies and appr)17(oach-)]tj -1.8 -1.3 td -0.019 tc 0.006 tw (es pr)tj 2.04335 0 td (oposed, the of)tj 5.95479 0 td (ficial discourse of education for sustainable development)tj -7.99814 -1.3 td -0.007 tc -0.006 tw ((especially that in unesco, 1992, p. 14) follows the rational-technological)tj t* -0.012 tc -0.001 tw [(paradigm of education described by bertrand and v)92(alois (1992). it involves)]tj -0.0001 tc (a)' 0.85432 0 td 0 tc 0.105 tw (typical modernist position which associates education for 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q bt /f3 1 tf 8.5 0 0 8.5 72 44.6774 tm 0 0 0 1 k [(en)40(vir)19(onmental education between modernity and p)40(ostmodernity)-6275(25)]tj et q endstream endobj 21 0 obj << /length 4677 >> stream /gs0 gs 1 g 0 648 0 0 re f q /gs1 gs 0 0 0 0 k 36 63 324 531 re f q /gs1 gs q bt /f2 1 tf 10 0 0 10 55 585.6709 tm 0 0 0 1 k 0.002 tc 0.123 tw [(it is important, however)74(, not to confuse the concept of sustainable)]tj -1.8 -1.30001 td -0.003 tc -0.01 tw [(development, the r)18(elevance of which as a basis for education is eminently)]tj 0 -1.3 td -0.013 tc 0.001 tw [(questionable, with the concr)17(ete pedagogical pr)18(oposals made by the design-)]tj 0 -1.30001 td -0.008 tc -0.005 tw [(ers of materials and with the teaching-learning pr)17(ojects of educators. if the)]tj t* 0 tc 0.038 tw [(pr)17(oblem arises at the level of the ideological foundation and the policies)]tj 0 -1.3 td -0.015 tc 0.002 tw (underlying the education for sustainable development movement, many of)tj t* 0 tc 0.089 tw 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r)17(esponsibility seems to be clearly mor)18(e capable of pr)18(oviding a)]tj t* 0 tc 0.08 tw (basis for a global educational pr)tj 14.4981 0 td (oject than the ethics of sustainability or)tj -14.4981 -1.3 td 0.118 tw [(viability)110(. in the end, it is to this ethic of integral r)17(esponsibility that the)]tj t* -0.001 tc -0.011 tw [(p)1(r)18(oponents of the \322str)18(ong sustainability\323 movement r)17(e)1(f)1(e)1(r)75(. but, obviously)111(,)]tj t* 0 tc -0.002 tw (the conceptual framework of sustainability has to be inflated or distorted)tj t* 0.026 tw (to corr)tj 2.90922 0 td (espond to such a deep ethic. responsibility is not easy and has no)tj -2.90922 -1.3 td -0.007 tc -0.005 tw [(demagogic appeal. if sustainability is an optimistic goal, r)18(esponsibility is a)]tj t* 0 tc 0 tw [(demanding pr)18(ocess. )]tj 1.8 -1.3 td -0.011 tc -0.001 tw [(t)1(h)1(e)1( )1(p)1(r)19(oposal of education for the development of r)18(e)1(s)1(p)1(o)1(n)1(s)1(i)1(b)1(l)1(e)1( )1(s)1(o)1(c)1(i)1(e)1(t)1(i)1(e)1(s)]tj -1.8 -1.3 td 0.004 tc 0.121 tw (must still be clarified and debated and passed thr)tj 22.96545 0.00001 td [(ough the cr)7(ucible of)]tj -22.9655 -1.3 td 0 tc -0.004 tw (critical discussion among those involved in education. )tj 24.1615 0.00001 td (a)tj 0.96932 0.00001 td (priori, however)tj 6.81918 0.00001 td (,)tj -31.95 -1.3 td -0.019 tc 0.006 tw [(it would seem that it pr)17(ovides an integrating ethical framework that is mor)18(e)]tj et 1 w 0 0 0 1 k 72 53.842 m 396 53.842 l s 0 0 0 0 k 72 38.921 324 11.857 re f q /gs2 gs /gs1 gs q bt /f3 1 tf 8.5 0 0 8.5 72 44.6774 tm 0 0 0 1 k [(en)40(vir)19(onmental education between modernity and p)40(ostmodernity)-6275(29)]tj et q endstream endobj 25 0 obj << /length 4596 >> stream /gs0 gs 1 g 0 648 0 0 re f q /gs1 gs 0 0 0 0 k 36 63 324 531 re f q /gs1 gs q bt /f2 1 tf 10 0 0 10 37 585.6709 tm 0 0 0 1 k 0.005 tc 0.12 tw [(a)1(p)1(p)1(r)18(opriate than those of education for sustainable 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envir)19(onment.)]tj et q /gs2 gs /gs1 gs q bt /f0 1 tf 10 0 0 10 165.6538 434.071 tm 0 0 0 1 k (in conclusion)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 10 0 0 10 37 410.2709 tm 0 0 0 1 k -0.012 tw [(at the end of this brief analysis, in or)18(der to ensur)18(e)1( )1(t)1(h)1(a)1(t)1( )1(t)1(h)1(e)1( )1(c)1(u)1(r)1(r)18(e)1(n)1(t)1( )1(d)1(e)1(b)1(a)1(t)1(e)]tj 0 -1.3 td -0.002 tc -0.01 tw (avoids any cr)tj 5.85561 0 td [(ucial misunderstanding, we must str)18(ess that what is at stake)]tj -5.85561 -1.30001 td -0.007 tc -0.006 tw [(is not the disappearance of envir)18(onmental education or its r)18(eplacement by)]tj 0 -1.3 td -0.014 tc 0.002 tw [(something else \(a fear expr)18(essed by knapp, 1998\). certainly)110(, envir)18(onmental)]tj t* 0.02 tc 0.125 tw (education is disturbing, especially if it is associated with social and)tj t* -0.001 tc -0.011 tw (educational criticism that questions common ideas and practices, and if it)tj 0 tc (r)' 0.37695 0 td 0 tw (equir)tj 2.30908 0 td -0.007 tw (es an ef)tj 3.26394 0 td (fort of deep commitment and transformation. however)tj 24.37065 0 td -0.0002 tc (,)tj 0.49256 0 td 0 tc 0 tw (the)tj -30.81318 -1.30001 td 0.02 tc 0.122 tw (specific natur)tj 6.34439 0 td (e, the legitimacy and the importance of envir)tj 21.52789 0 td 0 tw (onmental)tj -27.87228 -1.30001 td 0.013 tc 0.112 tw [(education cannot be questioned. thr)18(ough the debates concerning the)]tj 0 -1.3 td -0.011 tc -0.002 tw [(determination of its educational niche and theor)18(etical basis, envir)18(onmental)]tj t* 0.02 tc 0.341 tw (education r)tj 5.56873 0 td (emains a fundamental and unavoidable dimension of)tj -5.56873 -1.3 td 0 tc 0 tw [(contemporary education. it is not a mer)18(e fashion, a slogan or a label.)]tj 1.8 -1.3 td -0.002 tw [(what is at issue is the sear)18(ch for a compr)18(ehensive educational frame-)]tj -1.8 -1.3 td 0.02 tc 0.172 tw [(work in which we could integrate, in an optimal manner)74(, dif)18(fer)17(ent)]tj t* -0.007 tc -0.006 tw [(dimensions of contemporary education that contribute to the r)17(esolution of)]tj t* -0.015 tc 0.003 tw (the main social and envir)tj 10.75316 0 td (onmental pr)tj 5.25082 0 td [(oblems of our world and constr)9(uction)]tj -16.00398 -1.3 td 0.002 tw (of transformative pr)tj 8.6117 0 td (ojects. the challenge is to find the basis of an education)tj -8.6117 -1.3 td 0 tc -0.011 tw [(capable of pr)18(omoting an)-1( integral human development, to which envir)18(on-)]tj t* 0.09 tw [(mental education of)18(fers an essential contribution. finally)110(, fr)18(om a r)18(econ-)]tj t* 0.017 tc 0 tw (str)tj 1.18705 0 td 0.108 tw [(uctive perspective, it is a sear)18(ch for meaning, for significance in a)]tj -1.18705 -1.3 td -0.022 tc 0.009 tw (worthwhile human journey)tj 11.58855 0.00001 td -0.0219 tc (.)tj 0.46547 0 td -0.022 tc [(unfortunately)110(, it would seem that following the)]tj -12.05402 -1.30001 td -0.013 tc 0.001 tw [(thessaloniki confer)18(ence, unesco (1997) opted too soon for a r)19(e)1(d)1(u)1(c)1(t)1(i)1(o)1(n)1(i)1(s)1(t)]tj 0 -1.3 td 0 tc 0 tw (pr)tj 0.97778 0.00001 td [(oposal. however)74(, the \322af)18(fair\323 is not over)74(, the debate is not closed. )]tj et 1 w 0 0 0 1 k 36 53.86 m 360 53.86 l s 0 0 0 0 k 36 38.9391 324 11.858 re f q /gs2 gs /gs1 gs q bt /f3 1 tf 8.5 0 0 8.5 36 44.6957 tm 0 0 0 1 k -0.0002 tc (30)tj 32.28293 0.00001 td 0 tc (lucie sauv\216)tj et q endstream endobj 26 0 obj << /length 5183 >> stream /gs0 gs 1 g 0 648 0 0 re f q /gs1 gs 0 0 0 0 k 72 63 324 531 re f q /gs1 gs q bt /f0 1 tf 10 0 0 10 220.6735 585.6709 tm 0 0 0 1 k (notes)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 6 0 0 6 73 565.8709 tm 0 0 0 1 k -0.0002 tc (1)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 10 0 0 10 77.424 561.871 tm 0 0 0 1 k -0.012 tw [(the r)18(eports and testimony of various participants in international work)-1(-)]tj -0.4424 -1.30001 td 0.04 tw [(shops and meetings on the questions of education for sustainable devel)1(-)]tj 0 -1.3 td 0.083 tw (opment (e.g. unesco, 1997, 1995) show that no such consensus exists.)tj t* 0 tw [(should we per)18(haps speak of lobbies rather than of a consensus?)]tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 6 0 0 6 73 500.8709 tm 0 0 0 1 k -0.0005 tc (2)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 10 0 0 10 77.4221 496.8709 tm 0 0 0 1 k -0.001 tc -0.012 tw [(for a critical exploration of the concepts of modernity and postmoderni)1(-)]tj -0.44221 -1.3 td -0.011 tw [(t)1(y)111(, the r)17(eader may r)18(efer)74(, among others, to the following authors: charlene)]tj t* 0 tc 0.003 tw [(spr)18(etnak (1997), michel fr)17(eitag (1996), philippe englehart (1996), thierry)]tj t* -0.004 tc -0.009 tw [(hentsh (1996), )37(anthony giddens (1990) and jean-fran\215ois l)55(yotar)17(d (1984).)]tj t* 0 tc -0.003 tw (john huckle (1996) in particular)tj 14.04465 0 td -0.0002 tc (,)tj 0.49717 0 td 0 tc [(pr)18(ovides an inter)17(esting analysis of these)]tj -14.54182 -1.3 td 0 tw [(tr)17(ends in light of the dif)18(fer)17(ent conceptions of sustainable development.)]tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 6 0 0 6 73 409.8709 tm 0 0 0 1 k -0.01 tc (3)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 10 0 0 10 77.3648 405.8709 tm 0 0 0 1 k -0.01 tc -0.002 tw (among the authors who have consider)tj 16.83207 0 td [(ed postmodernity in education ar)18(e)]tj -17.26855 -1.3 td -0.015 tc 0.002 tw [(david orr (1992), stanley )37(ar)17(onowitz and henry )37(a. gir)18(oux (1991), cathleen)]tj t* 0 tc 0 tw [(c. loving (1997) and mark )37(a. constas (1998a, b).)]tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 6 0 0 6 73 357.8709 tm 0 0 0 1 k (4)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 10 0 0 10 77.6984 353.8709 tm 0 0 0 1 k 0.033 tw [(a)-228(typology of r)17(epr)18(esentations of the envir)17(onment is pr)18(ovided by sauv\216)]tj -0.46984 -1.3 td 0 tw ((1997a and 1996).)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 6 0 0 6 73 318.8709 tm 0 0 0 1 k (5)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 10 0 0 10 77.596 314.8709 tm 0 0 0 1 k 0.016 tw [(following spr)18(etnak (1997, p. 135))-1(,)1( r)17(omantism has developed in r)18(eaction)]tj -0.4596 -1.3 td 0 tw [(against the er)17(ection of the "pillars" of the modern ideology)111(. )]tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 6 0 0 6 73 279.8709 tm 0 0 0 1 k 0.0037 tc (6)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 10 0 0 10 78.272 275.8709 tm 0 0 0 1 k 0.004 tc 0.121 tw [(i)1(t)1( )1(i)1(s)1( )1(i)1(n)1(t)1(e)1(r)18(esting to note that some discourses about in)1(ter)17(d)1(i)1(s)1(c)1(i)1(p)1(l)1(i)1(n)1(a)1(r)1(i)1(t)1(y)]tj -0.5272 -1.3 td -0.006 tc -0.006 tw [(r)18(eflect the same enthusiasm and beliefs, criticize the same limits and shar)19(e)]tj t* 0.001 tc 0.124 tw (the same hopes as many discourses in envir)tj 20.22665 0 td (onmental education. in an)tj -20.22665 -1.3 td -0.001 tc -0.012 tw [(article by ivani fazenda (1998), for example, if the wor)17(d "inter)18(disciplinar-)]tj t* 0 tc 0.016 tw (ity" wer)tj 3.49878 0 td -0.0002 tc (e)tj 0.74414 0 td (r)tj 0.37721 0 td 0 tc [(eplaced by envir)17(onmental education, we woul)1(d have a typ)-1(ical)]tj -4.62013 -1.3 td 0 tw (plea for envir)tj 5.93701 0 td (onmental education in this br)tj 12.99317 0 td (oad sense.)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 6 0 0 6 73 188.8709 tm 0 0 0 1 k 0.0001 tc (7)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 10 0 0 10 78.2503 184.8709 tm 0 0 0 1 k 0.125 tw (see the )tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 10 0 0 10 114.4425 184.8709 tm 0 0 0 1 k 0.125 tw [(canadian journal of envir)18(onmental education)]tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 10 0 0 10 307.7568 184.8709 tm 0 0 0 1 k 0.0001 tc (,)tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 10 0 0 10 314.0073 184.8709 tm 0 0 0 1 k (2)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 10 0 0 10 319.0078 184.8709 tm 0 0 0 1 k -0.0001 tc (,)tj 0.62484 0 td 0 tc 0.125 tw (for a debate on)tj -25.22563 -1.3 td 0 tw (this subject.)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 6 0 0 6 73 149.8709 tm 0 0 0 1 k -0.0047 tc (8)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 10 0 0 10 77.3967 145.871 tm 0 0 0 1 k -0.005 tc -0.008 tw (many authors have criticized the pr)tj 15.5646 0 td (oblems r)tj 3.75649 0.00001 td (elating to the concept of sus-)tj -19.76076 -1.30001 td 0 tc 0.037 tw [(tainable development, including disinger)74(, 1990; slocombe and v)92(an bers,)]tj t* 0.026 tw [(1991; idrc, 1992; orr)74(, 1992; jickling, 1992, 1993; mead, 1994; plant, 1995;)]tj t* 0 tw (esteva, 1996; sachs, 1996; huckle, 1996; etc.)tj et 1 w 0 0 0 1 k 72 53.842 m 396 53.842 l s 0 0 0 0 k 72 38.921 324 11.857 re f q /gs2 gs /gs1 gs q bt /f3 1 tf 8.5 0 0 8.5 72 44.6774 tm 0 0 0 1 k [(en)40(vir)19(onmental education between modernity and p)40(ostmodernity)-6275(31)]tj et q endstream endobj 27 0 obj << /length 8320 >> stream /gs0 gs 1 g 0 648 0 0 re f q /gs1 gs 0 0 0 0 k 36 63 324 531 re f q /gs1 gs q bt /f0 1 tf 10 0 0 10 154.9604 582.7394 tm 0 0 0 1 k (acknowledgments )tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 10 0 0 10 37 558.9393 tm 0 0 0 1 k -0.018 tc 0.006 tw (the author would like to thank the following contributors for their valuable)tj 0 -1.3 td -0.006 tc -0.007 tw [(critical comments: )37(armel boutar)19(d)-1(,)-1( )-1(t)91(om berryman, louis gof)18(fin, st\216phane)]tj t* 0 tc 0 tw [(fauteux and isabel or)17(ellana.)]tj et q /gs2 gs /gs1 gs q bt /f0 1 tf 10 0 0 10 149.1279 498.3393 tm 0 0 0 1 k (notes on contributor)tj -11.21279 -2.38001 td -0.006 tc -0.007 tw (lucie sauv\216)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 10 0 0 10 93.9381 474.5392 tm 0 0 0 1 k -0.006 tc -0.007 tw (is a pr)tj 2.63884 0 td (ofessor at the university of qu\216bec in montr\216al. in this)tj -8.33265 -1.3 td 0.02 tc 0.13 tw [(institution, she is r)18(eponsible for dif)17(fer)18(ent r)17(esear)18(ch and international)]tj t* 0 tc 0.07 tw [(cooperation pr)18(ojects in the field of envir)18(onmental education. she is also)]tj (r)' 0.37801 0 td 0.001 tc 0.124 tw [(esponsible for the uqam graduate pr)18(ogram in envir)17(onmental educa-)]tj -0.37801 -1.3 td 0.003 tc 0.122 tw [(tion and co-dir)18(ector of the journal )]tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 10 0 0 10 196.9602 422.5392 tm 0 0 0 1 k 0.003 tc 0.122 tw [(\203ducation r)18(elative \210 l'envir)18(onnement -)]tj -15.99602 -1.3 td 0 tc 0 tw [(regards, recher)17(ches, r\216flexions)]tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 10 0 0 10 165.5229 409.5392 tm 0 0 0 1 k (.)tj et q /gs2 gs /gs1 gs q bt /f0 1 tf 10 0 0 10 173.0085 374.9392 tm 0 0 0 1 k (references)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 37 353.6392 tm 0 0 0 1 k -0.02 tc (ar)tj 1.1156 0 td 0.007 tw [(onowitz, s. & gir)18(oux, )37(a. (1991). )]tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 9 0 0 9 169.2129 353.6392 tm 0 0 0 1 k -0.02 tc 0.007 tw (postmodern education: politics, cultur)tj 14.78189 0 td -0.0197 tc (e)tj 0.6067 0 td -0.02 tc (and social crit-)tj -28.07891 -1.16667 td 0 tc 0 tw (icism)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 74.1645 343.1392 tm 0 0 0 1 k -0.0001 tc (.)tj 0.49973 0 td 0 tc (minneapolis: university of minnesota pr)tj 18.00051 0 td (ess.)tj -22.62963 -1.16667 td 0.003 tw [(batchily ba, m. (1997). pr)18(esentation to the confer)17(ence/debate at the for)7(um inter-)]tj 2 -1.16667 td 0.066 tw (national francophone de l\325\216ducation r)tj 16.88328 0 td [(elative \210 l\325envir)18(onnement planet\325ere.)]tj -16.88328 -1.16667 td 0 tw (montr)tj 2.77637 0 td (eal. november 6-1)tj 8.0271 0 td (1.)tj 1 0 td (1997.)tj -13.80347 -1.16667 td [(bertrand, )18(y)111(. & v)91(alois, p)129(. (1992). )]tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 9 0 0 9 161.0708 301.1392 tm 0 0 0 1 k (\203cole et soci\216t\216s)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 218.3755 301.1392 tm 0 0 0 1 k -0.0001 tc (.)tj 0.49976 0 td 0 tc [(montr)18(eal: \203ditions )37(agence d\325ar)18(c.)]tj -20.65259 -1.16667 td (bookchin, m. (1990). )tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 9 0 0 9 120.4126 290.6392 tm 0 0 0 1 k (the philosophy of social ecology)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 235.2021 290.6392 tm 0 0 0 1 k -0.0001 tc (.)tj 0.49976 0 td 0 tc [(montr)18(eal: black rose books.)]tj -22.52221 -1.16667 td 0.006 tc 0.119 tw (colin n. p)tj 4.77233 0 td (.)tj 0.63095 0 td 0 tw ((1997). )tj 3.29619 0 td 0 tc (a)tj 1.10396 0 td 0.006 tc 0.119 tw (happy union: the iniste connection. )tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 9 0 0 9 284.9988 280.1392 tm 0 0 0 1 k 0.006 tc 0.119 tw (connect: unesco)tj -25.55542 -1.16667 td [(international bulletin on scientific and t)111(echnical education and envir)17(onmental)]tj t* 0 tc 0 tw (education)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 92.1514 259.1392 tm 0 0 0 1 k (,)tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 9 0 0 9 96.6514 259.1392 tm 0 0 0 1 k (23)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 105.6514 259.1392 tm 0 0 0 1 k ((1), 2.)tj -7.62793 -1.16667 td 0.076 tw (constas, m.a. (1998a). the changing natur)tj 19.1834 0 td -0.0001 tc (e)tj 0.80502 0 td 0 tc (of educational r)tj 7.07957 0 td 0 tw (esear)tj 2.2583 0 td (ch. )tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 9 0 0 9 315.3539 248.6392 tm 0 0 0 1 k (educational)tj -28.92821 -1.16667 td [(resear)17(cher)]tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 94.0015 238.1392 tm 0 0 0 1 k (,)tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 9 0 0 9 98.5015 238.1392 tm 0 0 0 1 k (27)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 107.5015 238.1392 tm 0 0 0 1 k ((2), 26-33.)tj -7.8335 -1.16667 td -0.002 tc -0.011 tw [(constas, m.a. (1998b). deciphering postmodern educational r)19(esear)18(ch. )]tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 9 0 0 9 315.522 227.6392 tm 0 0 0 1 k -0.002 tc (educational)tj -28.94689 -1.16667 td 0 tc (resear)tj 2.64868 0 td (cher)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 94.0015 217.1392 tm 0 0 0 1 k (,)tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 9 0 0 9 98.5015 217.1392 tm 0 0 0 1 k (27)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 107.5015 217.1392 tm 0 0 0 1 k ((9), 36-42.)tj -7.8335 -1.16667 td -0.004 tc -0.008 tw (council of the earth (1993). )tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 9 0 0 9 146.2726 206.6392 tm 0 0 0 1 k -0.004 tc -0.008 tw [(envir)18(onmental education for sustainable societies and glob-)]tj -10.1414 -1.16667 td -0.033 tc 0.005 tw [(al r)18(esponsibility)]tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 107.8306 196.1392 tm 0 0 0 1 k -0.0325 tc (.)tj 0.43983 0 td -0.033 tc 0.005 tw [(ngo t)90(r)17(eaty as part of the global for)7(um. rio de janeir)18(o, june 1992.)]tj -8.3099 -1.16667 td 0 tc 0.044 tw (delors, j. (1996). )tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 9 0 0 9 104.8382 185.6392 tm 0 0 0 1 k (l)tj 0.51904 0 td 0.044 tw (\325\216ducation, un tr\216sor est cach\216 dedans)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 247.9452 185.6392 tm 0 0 0 1 k -0.0001 tc (.)tj 0.54353 0 td 0 tc 0.044 tw (report to unesco by the)tj -21.98189 -1.16667 td -0.003 tc -0.009 tw [(international commission on education for the 21st century)111(. paris: unesco.)]tj -2 -1.16667 td -0.005 tc -0.008 tw (dionne, l. (1995). )tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 9 0 0 9 108.2811 164.6392 tm 0 0 0 1 k -0.005 tc -0.008 tw (globalisciences - recueil d\325activit\216s en \216ducation dans une perspective)tj -5.92012 -1.16666 td -0.015 tc 0 tw (mondiale.)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 91.1506 154.1393 tm 0 0 0 1 k -0.015 tc 0.003 tw [(montr)18(eal: international development resear)17(ch center (crdi/idrc))]tj -4.01673 -1.16667 td 0 tc 0 tw (and )tj 1.90577 0 td (association des pr)tj 8.1416 0.00001 td (ofesseurs de sciences du qu\216bec.)tj -12.04737 -1.16668 td 0.003 tc 0.122 tw [(depotter)74(, g. (1997). )]tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 9 0 0 9 119.9157 133.1392 tm 0 0 0 1 k 0.003 tc 0.122 tw [(enjeux de la r)18(echer)16(che en \216ducation r)17(elative \210 l\325envir)18(onnement)]tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 356.7516 133.1392 tm 0 0 0 1 k (.)tj -33.52795 -1.16667 td 0.048 tw [(pr)17(esentation to the international colloquium on resear)18(ch in envir)18(onmental)]tj t* 0 tw (education. universit\216 du qu\216bec \210 montr\216al. november 5-6, 1997.)tj -2 -1.1667 td -0.002 tw [(disinger)74(, j. (1990). envir)18(onmental education for sustainable development. )]tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 9 0 0 9 332.0093 101.6392 tm 0 0 0 1 k (journal)tj -30.7788 -1.1667 td (of envir)tj 3.2874 0 td (onmental education)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 157.9792 91.1392 tm 0 0 0 1 k (,)tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 9 0 0 9 162.4792 91.1392 tm 0 0 0 1 k (21)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 171.4792 91.1392 tm 0 0 0 1 k ((4), 3-6.)tj -14.9421 -1.1667 td 0.01 tw [(englehart, p)128(. (1996). )]tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 9 0 0 9 117.9313 80.6392 tm 0 0 0 1 k 0.01 tw [(l)37(\325homme mondial - les soci\216t\216s humaines peuvent-elles survivr)17(e?)]tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 55 70.1392 tm 0 0 0 1 k -0.037 tw (paris: arl\216a.)tj et 1 w 0 0 0 1 k 36 53.86 m 360 53.86 l s 0 0 0 0 k 36 38.9391 324 11.858 re f q /gs2 gs /gs1 gs q bt /f3 1 tf 8.5 0 0 8.5 36 44.6957 tm 0 0 0 1 k -0.0002 tc (32)tj 32.28293 0.00001 td 0 tc (lucie sauv\216)tj et q endstream endobj 28 0 obj << /length 10568 >> stream /gs0 gs 1 g 0 648 0 0 re f q /gs1 gs 0 0 0 0 k 72 63 324 531 re f q /gs1 gs q bt /f2 1 tf 9 0 0 9 73 586.4038 tm 0 0 0 1 k -0.008 tw [(esteva, g. (1996). )37(au-del\210 du d\216veloppement. in w)92(. sachs & g. esteva (eds.), )]tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 9 0 0 9 380.9995 586.4038 tm 0 0 0 1 k (des)tj -32.22217 -1.16667 td (ruines du d\216veloppement )tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 183.7554 575.9038 tm 0 0 0 1 k [((pp. 87-138). montr)18(eal: \203cosoci\216t\216.)]tj -12.30616 -1.16667 td 0.002 tc 0.122 tw [(fazenda, i. (1998). la formation des enseignants pour l\325inter)18(disciplinarit\216: une)]tj 2 -1.16667 td 0 tc 0.103 tw [(synth\217se de r)18(echer)17(ches ef)18(fectu\216es au br\216sil. in )18(y)111(. lenoir & l. sauv\216 (eds.),)]tj t* -0.008 tc -0.005 tw [(inter)17(disciplinarit\216 et formation \210 l\325enseignement primair)19(e et )-1(secondair)19(e. )]tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 9 0 0 9 372.7765 544.4038 tm 0 0 0 1 k -0.008 tc (revue)tj -31.3085 -1.16667 td 0 tc (des sciences de l\325\216ducation)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 186.2361 533.9038 tm 0 0 0 1 k (,)tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 9 0 0 9 190.7361 533.9038 tm 0 0 0 1 k (24)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 199.7361 533.9038 tm 0 0 0 1 k [((1), 95-1)55(15. )]tj -14.08179 -1.16667 td (fien, j. (1996). )tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 9 0 0 9 130.6497 523.4038 tm 0 0 0 1 k [(learning for a sustainable futur)17(e)]tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 249.6448 523.4038 tm 0 0 0 1 k -0.0001 tc (.)tj 0.49984 0 td 0 tc (paris: unesco.)tj -20.12704 -1.16667 td 0.013 tc 0.112 tw (floga\225tis, e. (1997). )tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 9 0 0 9 155.5787 512.9038 tm 0 0 0 1 k 0.013 tc 0.112 tw [(the contribution of envir)17(onmental education in sustainability)]tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 392.7527 512.9038 tm 0 0 0 1 k (.)tj -33.52808 -1.16667 td 0.054 tw [(pr)17(esentation to the confer)18(ence on envir)18(onment and society: education and)]tj t* 0.008 tc 0.117 tw [(public )37(a)74(war)17(eness for sustainability)111(. thessaloniki, gr)18(eece. december 8-1)55(1,)]tj t* 0 tc 0 tw (1997.)tj -2 -1.16667 td 0.002 tc 0.122 tw [(fondation charles l\216opold mayer pour le pr)18(ogr\217s de l\325homme (fph). (1997).)]tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 9 0 0 9 91 460.4038 tm 0 0 0 1 k [(alliance pour un monde r)17(esponsable et solidair)18(e)]tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 263.9885 460.4038 tm 0 0 0 1 k (.)tj -21.22095 -1.16667 td -0.001 tc -0.012 tw [(fr)17(eitag, m. (1996). le dilemme des sciences sociales dans la postmodernit\216: \216tudi)2(-)]tj 2 -1.16667 td 0 tc 0.105 tw [(er et orienter la soci\216t\216 ou pr)18(oduir)17(e le social. in m. rafie (ed.), )]tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 9 0 0 9 350.9691 439.4038 tm 0 0 0 1 k 0.105 tw (les sciences)tj -28.88545 -1.16667 td 0.009 tc 0.116 tw (humaines: etat des lieux)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 188.533 428.9038 tm 0 0 0 1 k 0.009 tc 0.116 tw [((pp. 129-141). qu\216bec: les pr)18(esses de l\325universit\216)]tj -10.837 -1.16667 td 0 tc 0 tw (laval.)tj -2 -1.16667 td -0.02 tc 0.007 tw (global perspectives in education inc. (1987). )tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 9 0 0 9 243.9512 407.9038 tm 0 0 0 1 k -0.02 tc 0.007 tw (report on the study commission on global)tj -16.99458 -1.16667 td 0 tc 0 tw (education)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 128.1514 397.4038 tm 0 0 0 1 k -0.0001 tc (.)tj 0.4998 0 td 0 tc -0.018 tw [(new y)91(ork.)]tj -6.62774 -1.16667 td -0.021 tc 0 tw (giddens, )tj 4.04468 0 td 0.008 tw (a. (1990). )tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 9 0 0 9 147.4895 386.9038 tm 0 0 0 1 k -0.021 tc 0.008 tw (the consequences of modernity)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 254.5389 386.9038 tm 0 0 0 1 k -0.0208 tc (.)tj 0.46655 0 td -0.021 tc (stanfor)tj 3.04346 0 td 0.008 tw (d: stanfor)tj 4.10015 0 td -0.0209 tc (d)tj 0.82748 0 td -0.021 tc [(university pr)18(ess.)]tj -28.60862 -1.16667 td 0.001 tc 0.124 tw [(g)1(i)1(o)1(r)18(dan, )37(a. & c. souchon (1991). )]tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 9 0 0 9 213.8992 376.4038 tm 0 0 0 1 k 0.124 tw [(une \216ducation pour l\325envir)17(onnement)]tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 351.691 376.4038 tm 0 0 0 1 k 0.0005 tc (.)tj 0.6254 0 td 0.001 tc 0.124 tw (nice: les)tj -29.59107 -1.16667 td 0 tc 0 tw (z\325\216ditions.)tj -2 -1.16667 td -0.014 tc (gough, )tj 3.41646 0 td 0.001 tw (a. (1998). )tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 9 0 0 9 142.3861 355.4038 tm 0 0 0 1 k -0.014 tc 0.001 tw (education and the envir)tj 9.3773 0 td (onment: policy)tj 5.84223 0 td -0.0141 tc (,)tj 0.47326 0 td -0.014 tc [(tr)18(ends and the pr)16(oblems of mar)1(-)]tj -21.40236 -1.16667 td 0 tc 0 tw (ginalization)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 134.4817 344.9038 tm 0 0 0 1 k -0.0001 tc (.)tj 0.49973 0 td 0 tc [(melbourne: the )37(australian council for educational resear)18(ch.)]tj -7.33103 -1.16667 td 0.008 tc 0.116 tw [(grif)17(fin, d.r. (1992). intr)18(oduction to suny)-357(series in constr)8(uctive postmodern)]tj 2 -1.16667 td 0.002 tc 0.123 tw (thought. in d. orr (ed.), )tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 9 0 0 9 197.9555 323.9038 tm 0 0 0 1 k 0.002 tc 0.123 tw (ecological literacy)tj 7.48517 0 td 0.0021 tc (,)tj 0.627 0 td 0.002 tc (education and the transition to a)tj -19.99611 -1.16667 td 0 tc 0 tw (postmodern world)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 156.7312 313.4038 tm 0 0 0 1 k -0.0001 tc (.)tj 0.4998 0 td 0 tc [(new )18(y)91(ork: state university of new )18(y)92(ork pr)17(ess.)]tj -9.80327 -1.16667 td [(har)18(din, g. (1968). the tragedy of the commons. )]tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 9 0 0 9 264.5928 302.9038 tm 0 0 0 1 k (science)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 291.4258 302.9038 tm 0 0 0 1 k (,)tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 9 0 0 9 295.9258 302.9038 tm 0 0 0 1 k (162)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 309.4258 302.9038 tm 0 0 0 1 k (,)tj 0.49996 0 td (1243-1248. )tj -26.7695 -1.16667 td -0.013 tc 0.001 tw (henriot, j. (1995). )tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 9 0 0 9 142.1971 292.4038 tm 0 0 0 1 k -0.013 tc (responsabilit\216)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 192.7109 292.4038 tm 0 0 0 1 k -0.0132 tc (.)tj 0.47424 0 td -0.013 tc 0.001 tw (encyclopaedia universalis 19. paris: encyclopaedia)tj -11.77546 -1.16667 td 0 tc 0 tw (universalis.)tj -2 -1.16667 td -0.001 tc -0.011 tw [(hentsch, t)74(. (1996). sciences humaines et (post)modernit\216: post\216rit\216 d\325un non-lieu.)]tj 2 -1.16667 td -0.004 tc -0.008 tw (in m. rafie (ed.), )tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 9 0 0 9 159.9198 260.9038 tm 0 0 0 1 k -0.004 tc -0.008 tw (les sciences humaines: \216tat des lieux)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 292.5878 260.9038 tm 0 0 0 1 k -0.004 tc -0.008 tw [((pp.3-13). qu\216bec: pr)17(esses)]tj -22.39864 -1.16667 td 0 tc 0 tw (de l\325universit\216 laval.)tj -2 -1.16667 td 0.064 tw (huckle, j. (1996). realising sustainability in changing times. in j. huckle, j. & s.)tj 2 -1.16667 td 0.02 tc 0.125 tw (sterling (eds.), )tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 9 0 0 9 157.0969 229.4038 tm 0 0 0 1 k 0.02 tc 0.125 tw (education for sustainability)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 269.235 229.4038 tm 0 0 0 1 k 0.02 tc 0.125 tw ((pp. 3-17). london: earthscan)tj -19.80389 -1.16667 td 0 tc 0 tw (publications ltd.)tj -2 -1.16667 td 0.003 tc 0.122 tw [(hungerfor)17(d, h., litherland, r.a., peyton, r.b., ramsey)111(, j.m., t)93(omera, )37(a.m., &)]tj 2 -1.16667 td -0.017 tc 0.004 tw [(v)111(olk, t)74(.l. (1992). )]tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 9 0 0 9 156.3695 197.9038 tm 0 0 0 1 k -0.017 tc 0.004 tw [(investigating and evaluating envir)17(onmental issues and actions: skill)]tj -7.26328 -1.16667 td 0 tc 0 tw (development modules)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 168.7436 187.4038 tm 0 0 0 1 k -0.0001 tc (.)tj 0.49972 0 td 0 tc [(champlain: stipes publishing company)110(.)]tj -11.1379 -1.16667 td -0.013 tc [(international union for the conservation of natur)18(e and natural resour)17(ces (iucn).)]tj 2 -1.16667 td 0 tc ((1980). )tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 9 0 0 9 119.4897 166.4038 tm 0 0 0 1 k (w)tj 0.92408 0 td (orld conservation strategy)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 222.436 166.4038 tm 0 0 0 1 k (.)tj 0.5 0 td (w)tj 0.90821 0 td (orld conservation union.)tj -18.01221 -1.16666 td -0.021 tc 0.008 tw (jickling, b. (1997). )tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 9 0 0 9 142.3595 155.9039 tm 0 0 0 1 k -0.021 tc 0.008 tw [(envir)18(onmental thought, the language of sustainability and digital watch)1(-)]tj -5.70661 -1.16667 td 0 tc 0 tw (es)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 98.0005 145.4039 tm 0 0 0 1 k -0.0002 tc (.)tj 0.56596 0 td 0 tc 0.066 tw (paper pr)tj 3.87251 0.00001 td 0 tw (epar)tj 1.95654 0 td 0.066 tw [(ed for the 6th international t)17(ouch confer)18(ence, centr)18(e for)]tj -7.17285 -1.16668 td 0.02 tc 0 tw (envir)tj 2.52528 0 td 0.232 tw (onmental education and ethics, horni marsov)tj 22.50167 0 td 0.0199 tc (,)tj 0.77224 0 td 0.02 tc (krkonose, czech)tj -25.79919 -1.16668 td 0 tc 0 tw [(republic, )37(april 26 to may 2, 1997.)]tj -2 -1.1667 td -0.004 tw (jickling, b. (1993). studying sustainable development: pr)tj 24.9378 0.00001 td (oblems and possibilities.)tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 9 0 0 9 91 103.4039 tm 0 0 0 1 k (canadian journal of education)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 203.3813 103.4039 tm 0 0 0 1 k (,)tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 9 0 0 9 207.8813 103.4039 tm 0 0 0 1 k (19)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 216.8813 103.4039 tm 0 0 0 1 k ((3), 231-240.)tj -15.9868 -1.1667 td 0.062 tw [(jickling, b. (1992). why i don\325t want my childr)18(en to be educated for sustainable)]tj 2 -1.1667 td 0 tw (development. )tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 9 0 0 9 148.0608 82.4039 tm 0 0 0 1 k (journal of envir)tj 6.53638 0.00001 td (onmental education)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 280.2812 82.4039 tm 0 0 0 1 k (,)tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 9 0 0 9 284.7812 82.4039 tm 0 0 0 1 k (23)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 293.7812 82.4039 tm 0 0 0 1 k ((4), 5-8.)tj et 1 w 0 0 0 1 k 72 53.842 m 396 53.842 l s 0 0 0 0 k 72 38.921 324 11.857 re f q /gs2 gs /gs1 gs q bt /f3 1 tf 8.5 0 0 8.5 72 44.6774 tm 0 0 0 1 k [(en)40(vir)19(onmental education between modernity and p)40(ostmodernity)-6275(33)]tj et q endstream endobj 29 0 obj << /length 11330 >> stream /gs0 gs 1 g 0 648 0 0 re f q /gs1 gs 0 0 0 0 k 36 63 324 531 re f q /gs1 gs q bt /f2 1 tf 9 0 0 9 37 586.4038 tm 0 0 0 1 k 0.01 tw (jonas, h. (1984). )tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 9 0 0 9 103.7112 586.4038 tm 0 0 0 1 k 0.01 tw [(the imperative of r)18(esponsibility: the sear)18(ch of an ethics for the techno)-1(-)]tj -5.41236 -1.16667 td 0 tw (logical age)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 92.8984 575.9038 tm 0 0 0 1 k -0.0001 tc (.)tj 0.49977 0 td 0 tc [(chicago: the university of chicago pr)18(ess. )]tj -6.7107 -1.16667 td 0.027 tw (knapp, d. (1998). the thessaloniki declaration: the begining of the end of envi-)tj 2 -1.16667 td 0 tw [(r)18(onmental education? )]tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 9 0 0 9 144.0024 554.9038 tm 0 0 0 1 k [(envir)18(onmental communicator)]tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 255.7378 554.9038 tm 0 0 0 1 k (,)tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 9 0 0 9 260.2378 554.9038 tm 0 0 0 1 k (8)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 264.7378 554.9038 tm 0 0 0 1 k ((2), 12-14.)tj -25.3042 -1.16667 td 0.024 tw [(loving, c.c. (1997). fr)18(om the summit of tr)8(uth to its slippery slopes: science edu-)]tj 2 -1.16667 td -0.007 tc -0.006 tw [(cation\325s journey thr)18(ough positivist-postmodern territory)111(. )]tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 9 0 0 9 278.6245 533.9038 tm 0 0 0 1 k -0.007 tc -0.006 tw (american educational)tj -24.84717 -1.16667 td 0 tc 0 tw [(resear)17(ch journal)]tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 116.2422 523.4038 tm 0 0 0 1 k (,)tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 9 0 0 9 120.7422 523.4038 tm 0 0 0 1 k (34)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 129.7422 523.4038 tm 0 0 0 1 k ((3), 421-452.)tj -10.30469 -1.16667 td [(l)55(yotar)17(d, j.-f)92(. (1984). )]tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 9 0 0 9 118.1486 512.9038 tm 0 0 0 1 k (the postmodern condition)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 212.7887 512.9038 tm 0 0 0 1 k -0.0001 tc (.)tj 0.49969 0 td 0 tc (manchester: manchester university)tj -18.03177 -1.16667 td [(pr)17(ess.)]tj -2 -1.16667 td 0.007 tc 0.118 tw (mcinnis, m. (1972). )tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 9 0 0 9 119.8644 491.9038 tm 0 0 0 1 k 0.007 tc 0.118 tw [(y)111(ou ar)18(e an envir)17(onment)]tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 211.3332 491.9038 tm 0 0 0 1 k 0.0067 tc (.)tj 0.63155 0 td 0.007 tc 0.118 tw (the center of curriculum design.)tj -18.00191 -1.16667 td 0 tc 0.012 tw [(reprinted by the north )36(american )37(association for envir)19(onmental education.)]tj t* 0 tw [(t)90(r)18(oy)111(, ohio: naaee.)]tj -2 -1.16667 td (mcpeck, j. (1981). )tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 9 0 0 9 108.7319 460.4038 tm 0 0 0 1 k (critical thinking in education)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 216.7935 460.4038 tm 0 0 0 1 k -0.0002 tc (.)tj 0.49968 0 td 0 tc -0.001 tw [(oxfor)17(d: m)-1(a)1(rtin )-1(robertson.)]tj -20.47673 -1.16667 td -0.012 tc [(mead, h. (1994). quelques failles dans le rapport br)8(undtland - l)74(\325\216volution du con-)]tj 2 -1.16667 td 0 tc 0.104 tw [(cept de d\216veloppement durable. in d. messier)75(, d. dekoninck et c. delisle)]tj t* 0.011 tc 0 tw ((eds.), )tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 9 0 0 9 84.3943 428.9038 tm 0 0 0 1 k 0.011 tc 0.114 tw (acte du 18e colloque de l\325association des biologistes du qu\216bec, 1993,)tj -3.26603 -1.16667 td 0 tc 0 tw [(collection envir)18(onnement)]tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 150.7458 418.4038 tm 0 0 0 1 k (,)tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 9 0 0 9 155.2458 418.4038 tm 0 0 0 1 k (17)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 164.2458 418.4038 tm 0 0 0 1 k -0.0001 tc (,)tj 0.49978 0 td 0 tc (21-31. montr\216al: univerist\216 de montr\216al. )tj -14.6382 -1.16667 td -0.021 tc 0.008 tw [(orr)73(, d. (1992).)]tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 9 0 0 9 92.2099 407.9038 tm 0 0 0 1 k -0.021 tc 0.008 tw [(ecological literacy)37(, education and the transition to a postmodern world)]tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 335.8816 407.9038 tm 0 0 0 1 k -0.0208 tc (.)tj 0.46657 0 td -0.021 tc (new)tj -31.67564 -1.16667 td 0 tc [(y)92(ork: state university of new )17(y)92(ork pr)18(ess.)]tj -2 -1.16667 td (pati\226o, )tj 3.30307 0 td -0.008 tw (a.a. et al. (1994). pr)tj 8.76451 0 td [(opuesta pedag\227gica para el desarr)18(ollo local ambiental)]tj -10.06758 -1.16667 td -0.0001 tc (-)tj 0.62588 0 td 0 tc 0.043 tw [(una estrategia en constr)8(ucci\227n. convenio unic\227r)18(dova - municipio planeta)]tj -0.62588 -1.16667 td 0 tw (rica.)tj -2 -1.16667 td 0.056 tw (plant, m. (1995). the riddle of sustainable development and the r)tj 29.21838 0 td (ole of envir)tj 5.099 0 td 0 tw (on-)tj -32.31738 -1.16667 td (mental education. )tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 9 0 0 9 128.7161 344.9038 tm 0 0 0 1 k [(envir)18(onmental education resear)17(ch)]tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 257.2012 344.9038 tm 0 0 0 1 k (,)tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 9 0 0 9 261.7012 344.9038 tm 0 0 0 1 k (3)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 266.2012 344.9038 tm 0 0 0 1 k (,)tj 0.49995 0 td (263-266.)tj -25.96675 -1.16667 td -0.022 tc 0.009 tw [(pr)17(esident\325s council on sustainable development. (1997). )]tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 9 0 0 9 253.5456 334.4038 tm 0 0 0 1 k -0.022 tc 0.009 tw [(fr)17(om classr)18(oom to community)]tj -22.06062 -1.16667 td 0 tc 0 tw (and beyond: educating for a sustainable futur)tj 18.45092 0 td (e)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 224.5586 323.9038 tm 0 0 0 1 k (.)tj 0.5 0 td (w)tj 0.9082 0 td [(ashington, dc: p)129(.c.s.d.)]tj -22.24804 -1.16667 td -0.009 tc -0.003 tw [(p)1(r)18(ojet des universit\216s francophones de l\324est du canada. (1995). )]tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 9 0 0 9 283.3269 313.4038 tm 0 0 0 1 k -0.01 tc -0.003 tw [(l)36(\325\216ducation dans une)]tj -25.36966 -1.16667 td 0.02 tc 0.217 tw [(perspective plan\216tair)17(e: une passer)17(elle vers l\325avenir)]tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 254.4768 302.9038 tm 0 0 0 1 k 0.0199 tc (.)tj 0.75726 0 td 0.02 tc 0.217 tw [(m\216moir)18(e pr\216sent\216 \210)-488(la)]tj -22.92135 -1.16667 td 0.013 tc 0.112 tw [(commission des )1(\203tats g\216n\216raux sur l\325\216ducation. montr)18(eal: universit\216 de)]tj t* 0 tc 0 tw (montr\216al.)tj -2 -1.16667 td -0.005 tc -0.008 tw [(robottom, i. & hart, p)129(. (1993). )]tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 9 0 0 9 156.3193 271.4038 tm 0 0 0 1 k -0.005 tc -0.008 tw [(resear)17(ch in envir)17(onmental education)]tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 288.9164 271.4038 tm 0 0 0 1 k -0.0047 tc (.)tj 0.48265 0 td -0.005 tc -0.008 tw (geelong: deakin)tj -26.47336 -1.16667 td 0 tc 0 tw [(university pr)18(ess.)]tj -2 -1.16667 td -0.009 tc -0.003 tw [(ruiz, j.r. (1994). grass-r)18(oots education and the envir)18(onmental dimension of devel-)]tj 2 -1.16667 td 0.003 tc 0.122 tw [(opment. envir)18(onmental t)90(raining. newsletter of the )]tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 9 0 0 9 268.7692 239.9038 tm 0 0 0 1 k 0.003 tc 0.122 tw [(envir)18(onmental t)111(raining)]tj -23.75213 -1.16667 td 0 tc 0 tw (network for latin america and the caribbean)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 221.4517 229.4038 tm 0 0 0 1 k (,)tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 9 0 0 9 225.9517 229.4038 tm 0 0 0 1 k (5)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 230.4517 229.4038 tm 0 0 0 1 k [(\(1)55(1\), 10-13.)]tj -21.49463 -1.16667 td [(sachs, w)92(. & esteva g. (1996). )]tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 9 0 0 9 153.9385 218.9038 tm 0 0 0 1 k (des ruines du d\216veloppement)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 260.6948 218.9038 tm 0 0 0 1 k -0.0001 tc (.)tj 0.49975 0 td 0 tc [(montr)18(eal: \203cosoci\216t\216.)]tj -25.35473 -1.16667 td 0.004 tc 0.121 tw (sauv\216, l. (1998a). )tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 9 0 0 9 112.4333 208.4038 tm 0 0 0 1 k 0.004 tc 0.121 tw [(some clarification on the notions of education, r)18(esponsability and)]tj -6.38148 -1.16667 td -0.012 tc 0 tw [(democr)13(a)13(c)13(y)]tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 91.8785 197.9038 tm 0 0 0 1 k -0.0248 tc (.)tj 0.45019 0 td -0.025 tc (in )tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 9 0 0 9 105.7803 197.9038 tm 0 0 0 1 k -0.025 tc [(the futur)17(e of envir)18(onmental education in a postmodern world?)]tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 320.3423 197.9038 tm 0 0 0 1 k -0.012 tc [(a)92(vailable:)]tj -29.48248 -1.16667 td 0 tc [(http://www)91(.ec.gc.ca/eco/education/splash.htm [1998, oct. 19])]tj -2 -1.16667 td -0.001 tc -0.012 tw (sauv\216, l. (1998b). )tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 9 0 0 9 108.5307 176.9038 tm 0 0 0 1 k -0.001 tc -0.012 tw [(l)37(\325\216thique de la r)18(esponsabilit\216 en \216ducation r)17(elative \210 l\325envir)18(onnement)]tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 356.7497 176.9038 tm 0 0 0 1 k (.)tj -33.52774 -1.16667 td (forthcoming.)tj -2 -1.16666 td -0.015 tc 0.002 tw (sauv\216, l. (1997a). )tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 9 0 0 9 106.0543 155.9039 tm 0 0 0 1 k -0.015 tc 0.002 tw [(pour une \216ducation r)17(elative \210 l\325envir)18(onnement)]tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 268.7234 155.9039 tm 0 0 0 1 k -0.015 tc (.)tj 0.47241 0 td 0.002 tw [(montr)18(eal: gu\216rin, 2nd)]tj -24.21945 -1.16667 td 0 tc 0 tw (edition.)tj -2 -1.16667 td -0.006 tc -0.006 tw (sauv\216, l. (1997b). )tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 9 0 0 9 107.7506 134.9039 tm 0 0 0 1 k -0.006 tc -0.006 tw (th\216ories et pratiques de l\325\216ducation r)tj 14.54856 0 td (elative \210 l\325envir)tj 6.0827 0 td -0.007 tc (onnement \210 l\325\216cole)tj -26.49243 -1.16668 td 0 tc 0 tw [(secondair)17(e qu\216b\216coise)]tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 132.2405 124.4039 tm 0 0 0 1 k -0.0001 tc (.)tj 0.49978 0 td 0 tc [(rapport de r)18(echer)17(che. montr)18(eal: cirade.)]tj -11.0821 -1.1667 td -0.007 tc -0.006 tw (sauv\216, l. (1996). envir)tj 9.70523 0.00001 td (onmental education and sustainable development. )tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 9 0 0 9 324.4157 113.9039 tm 0 0 0 1 k -0.007 tc (canadian)tj -29.9351 -1.1667 td 0 tc (journal of envir)tj 6.5364 0 td (onmental education)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 187.2205 103.4039 tm 0 0 0 1 k (,)tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 9 0 0 9 191.7205 103.4039 tm 0 0 0 1 k (1)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 196.2205 103.4039 tm 0 0 0 1 k (,)tj 0.49992 0 td (7-35.)tj -18.1911 -1.1667 td (sfez, m. (1992). )tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 9 0 0 9 99.5298 92.9039 tm 0 0 0 1 k (critique de la communication)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 207.2595 92.9039 tm 0 0 0 1 k -0.0001 tc (.)tj 0.49976 0 td 0 tc (paris: seuil.)tj -19.4175 -1.1667 td (shalit, )tj 2.9773 0 td (a. de (1995). )tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 9 0 0 9 115.8423 82.4039 tm 0 0 0 1 k (why posterity matters)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 197.3081 82.4039 tm 0 0 0 1 k -0.0001 tc (.)tj 0.49981 0 td 0 tc (new )tj 2.37593 0.00001 td (y)tj 0.5752 0.00001 td (ork: routledge.)tj et 1 w 0 0 0 1 k 36 53.86 m 360 53.86 l s 0 0 0 0 k 36 38.9391 324 11.858 re f q /gs2 gs /gs1 gs q bt /f3 1 tf 8.5 0 0 8.5 36 44.6957 tm 0 0 0 1 k -0.0002 tc (34)tj 32.28293 0.00001 td 0 tc (lucie sauv\216)tj et q endstream endobj 30 0 obj << /length 10087 >> stream /gs0 gs 1 g 0 648 0 0 re f q /gs1 gs 0 0 0 0 k 72 63 324 531 re f q /gs1 gs q bt /f2 1 tf 9 0 0 9 73 586.4038 tm 0 0 0 1 k -0.02 tc 0.007 tw [(slocombe, d.s. & v)92(an bers, c. (1991). seeking substance in sustainable development.)]tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 9 0 0 9 91 575.9038 tm 0 0 0 1 k [(journal of envir)18(onmental education)]tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 223.2205 575.9038 tm 0 0 0 1 k (,)tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 9 0 0 9 227.7205 575.9038 tm 0 0 0 1 k (23)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 236.7205 575.9038 tm 0 0 0 1 k [((1), 1)55(1-18.)]tj -18.19117 -1.16667 td -0.002 tc -0.01 tw [(spr)18(etnak, c. (1997). )]tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 9 0 0 9 151.7001 565.4038 tm 0 0 0 1 k -0.002 tc -0.01 tw [(the r)18(esur)16(gence of the r)17(eal: body)38(, natur)17(e and place in a hypermodern)]tj -6.74446 -1.16667 td 0 tc 0 tw (world)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 111.9927 554.9038 tm 0 0 0 1 k -0.0001 tc (.)tj 0.4998 0 td 0 tc [(new )18(y)91(ork: )37(addisson-w)93(esley publishing company)110(, inc.)]tj -4.83233 -1.16667 td -0.002 tw (sterling s. (1996). education in change. in j. huckle & s. sterling (eds.), )tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 9 0 0 9 357.8492 544.4038 tm 0 0 0 1 k (education)tj -29.64991 -1.16667 td (for sustainability)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 155.1492 533.9038 tm 0 0 0 1 k ((pp. 19-39). london: earthscan publications ltd. )tj -9.12769 -1.16667 td 0.063 tw [(t)55(ilbury)110(, d. (1995). envir)18(onmental education for sustainability: defining the new)]tj 2 -1.16667 td 0.02 tc 0.144 tw [(focus of envir)18(onmental education in the 1990s. )]tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 9 0 0 9 295.5073 512.9038 tm 0 0 0 1 k 0.02 tc 0.144 tw [(envir)18(onmental education)]tj -22.72303 -1.16667 td 0 tc 0 tw [(resear)17(ch)]tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 123.001 502.4038 tm 0 0 0 1 k (,)tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 9 0 0 9 127.501 502.4038 tm 0 0 0 1 k (1)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 132.001 502.4038 tm 0 0 0 1 k ((2), 195-212.)tj -6.55567 -1.16667 td -0.021 tc 0.009 tw [(t)92(o)1(r)1(r)19(es, carrasco, m. (1996). )]tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 9 0 0 9 178.1493 491.9038 tm 0 0 0 1 k -0.021 tc 0.009 tw [(la dimensi\227n ambiental: un r)18(eto para la educaci\227n de la nueva)]tj -9.68326 -1.16667 td 0.005 tc 0 tw (sociedad)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 124.9044 481.4038 tm 0 0 0 1 k 0.005 tc 0.12 tw [([the envir)18(onmental dimension: )37(a)-320(challenge for education in new)]tj -3.76716 -1.16667 td 0 tc 0 tw (society]. bogot\207: ministerio de educaci\227n nacional.)tj -2 -1.16667 td -0.008 tc -0.005 tw [(t)90(raina, f)91(. & darley-hill, s. (1995). )]tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 9 0 0 9 205.1333 460.4038 tm 0 0 0 1 k -0.008 tc -0.005 tw [(perspectives in bior)17(egional education)]tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 336.4155 460.4038 tm 0 0 0 1 k -0.008 tc -0.005 tw [(.t)90(r)18(oy: naaee.)]tj -29.26839 -1.16667 td -0.005 tc -0.008 tw [(t)90(r\216llez solis e., w)55(ilches-chaux, g., & t)92(orr)18(es, m. (1998). )]tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 9 0 0 9 290.1472 449.9038 tm 0 0 0 1 k -0.005 tc -0.008 tw (educaci\227n ambiental para un)tj -22.12746 -1.16667 td 0.006 tc 0.119 tw [(f)1(u)1(t)1(u)1(r)18(o sustenible en america latina y el caribe)]tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 272.5038 439.4038 tm 0 0 0 1 k 0.0056 tc (.)tj 0.63054 0 td 0.006 tc 0.119 tw (documento. lima, popayan,)tj -20.79763 -1.16667 td 0 tc 0 tw (santaf\216 de bogot\207.)tj -2 -1.16667 td -0.01 tc -0.003 tw (unesco. (1997). )tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 9 0 0 9 142.725 418.4038 tm 0 0 0 1 k -0.01 tc -0.003 tw [(\203duquer pour un avenir viable: une vision transdisciplinair)17(e pour l\325ac-)]tj -5.74722 -1.16667 td 0.02 tc 0.348 tw (tion concert\216e)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 146.7121 407.9038 tm 0 0 0 1 k 0.0198 tc (.)tj 0.88746 0 td 0.02 tc 0.348 tw [(international confer)17(ence on envir)19(onment and society)110(,)]tj -7.0777 -1.16667 td 0 tc 0 tw [(thessaloniki \(gr)18(eece\), december 8-12, 1997.)]tj -2 -1.16667 td -0.016 tc 0.003 tw (unesco. (1995). )tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 9 0 0 9 141.9175 386.9038 tm 0 0 0 1 k -0.016 tc (interr)tj 2.27509 0 td 0.003 tw (egional workshop on r)tj 8.51703 0 td [(e-orienting envir)17(onmental education for sus-)]tj -16.44962 -1.16667 td 0 tc 0 tw (tainable development)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 167.3989 376.4038 tm 0 0 0 1 k -0.0001 tc (,)tj 0.49981 0 td 0 tc [(june 26-30. )37(athens \(gr)17(eece\): unesco.)]tj -10.98858 -1.16667 td 0.055 tw (unesco. (1992). )tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 9 0 0 9 145.1351 365.9038 tm 0 0 0 1 k 0.055 tw [(reshaping education for sustainable development. envir)17(onment and)]tj -6.01501 -1.16667 td 0 tw (development issues)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 160.249 355.4038 tm 0 0 0 1 k -0.0001 tc (.)tj 0.49984 0 td 0 tc (paris: unesco.)tj -10.19417 -1.16667 td 0.078 tw [(unesco-unep)129(. (1988). sustainable development via envir)18(onmental education.)]tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 9 0 0 9 91 334.4038 tm 0 0 0 1 k (connect)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 121.1619 334.4038 tm 0 0 0 1 k (,)tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 9 0 0 9 125.6619 334.4038 tm 0 0 0 1 k (13)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 134.6619 334.4038 tm 0 0 0 1 k ((2), june 1988, 1-3.)tj -6.85132 -1.16667 td -0.007 tc (unesco-unep)tj 7.19409 0 td -0.0066 tc (.)tj 0.48082 0 td -0.007 tc ((1978). )tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 9 0 0 9 170.0385 323.9038 tm 0 0 0 1 k -0.007 tc -0.006 tw (final report, inter)tj 7.42752 0 td [(governmental confer)17(ence on envir)17(onmental)]tj -16.20958 -1.16667 td 0 tc 0 tw (education)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 128.1514 313.4038 tm 0 0 0 1 k (,)tj 0.5 0 td [(t)55(ilissi (ussr), october 14-26, 1977. paris: unesco-unep)130(. )]tj -6.62793 -1.16667 td [(unesco-unep)129(. (1976). la charte de belgrade. )]tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 9 0 0 9 264.6389 302.9038 tm 0 0 0 1 k (connexion)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 304.1414 302.9038 tm 0 0 0 1 k (,)tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 9 0 0 9 308.6414 302.9038 tm 0 0 0 1 k (1)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 313.1414 302.9038 tm 0 0 0 1 k (,)tj 0.4999 0 td (1-3.)tj -27.18228 -1.16667 td 0.005 tc 0.12 tw [(v)92(aillancourt, j.-g. (1992). le d\216veloppement durable ou le \322compr)18(omis\323 de la)]tj 2 -1.16667 td 0 tc 0.026 tw [(commission br)9(undtland. in collectif. l)74(\325avenir d\325un monde fini. )]tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 9 0 0 9 348.0392 281.9038 tm 0 0 0 1 k 0.026 tw (cahiers de la)tj -28.55991 -1.16667 td 0 tw [(recher)17(che \203thique)]tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 159.8315 271.4038 tm 0 0 0 1 k ((pp. 17-44). montr\216al: fides.)tj -9.64794 -1.16667 td 0.114 tw [(v)92(an matr)18(e, s. (1990). )]tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 9 0 0 9 160.633 260.9038 tm 0 0 0 1 k 0.114 tw [(earth education: a)-328(new beginning)]tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 289.4823 260.9038 tm 0 0 0 1 k (.)tj 0.6143 0 td 0.114 tw [(w)92(arr)17(enville, illinois: the)]tj -22.66789 -1.16667 td 0 tw (institute for earth education.)tj -2 -1.16667 td -0.012 tc -0.001 tw [(w)92(orld conservation union and learning for a sustainable futur)17(e. (1997). )]tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 9 0 0 9 358.7104 239.9038 tm 0 0 0 1 k -0.012 tc (education)tj -29.7456 -1.16667 td -0.004 tc -0.008 tw [(and communication framework for a sustainable futur)18(e in the americas)]tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 345.8657 229.4038 tm 0 0 0 1 k -0.0045 tc (,)tj 0.48294 0 td -0.004 tc -0.008 tw (october 22,)tj -28.80136 -1.16667 td 0 tc 0 tw [(1997. draft - for discussion only)111(. )]tj -2 -1.16667 td -0.012 tc -0.001 tw [(w)92(orld commission on the envir)19(onment and development (wced). (1993). )]tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 9 0 0 9 367.534 208.4038 tm 0 0 0 1 k -0.012 tc (agenda)tj -30.726 -1.16667 td -0.011 tc -0.002 tw [(21 - sustainable development action pr)17(ogram: rio declaration on the envir)18(onment and)]tj t* -0.02 tc 0 tw (development)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 134.5411 187.4038 tm 0 0 0 1 k -0.0199 tc (.)tj 0.4675 0 td -0.02 tc 0.007 tw [(united nations confer)18(ence on the envir)18(onment and development,)]tj -5.3054 -1.16667 td 0 tc 0 tw [(june 1992, rio de janeir)18(o, brazil. new )18(y)92(ork: united nations.)]tj -2 -1.16667 td 0.064 tw (wced. (1988). )tj 6.85137 0 td [(a)-259(futur)17(e for all \(br)8(undtland report\). london: oxfor)18(d university)]tj -4.85137 -1.16666 td 0 tw [(pr)17(ess.)]tj -2 -1.16667 td 0.008 tc (zer)tj 1.5469 0.00001 td (omski, )tj 3.33574 0 td 0.117 tw (a. (1997). )tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 9 0 0 9 159.8373 145.4039 tm 0 0 0 1 k 0.008 tc 0.117 tw (el campo de la ambientolog\222a)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 274.7451 145.4039 tm 0 0 0 1 k 0.008 tc 0.117 tw ([the field of )tj 6.28868 0.00001 td 0 tw (ambientology].)tj -26.7048 -1.16667 td 0 tc (pr)tj 0.98071 0 td 0.036 tw (esentation made as part of the 4)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 6 0 0 6 227.9421 136.8838 tm 0 0 0 1 k (th )tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 235.1071 134.9039 tm 0 0 0 1 k (congr)tj 2.76953 0 td 0.036 tw (eso iberamericano sobr)tj 10.30313 0 td -0.0001 tc (e)tj 0.76518 0 td 0 tc (el medio)tj -29.84975 -1.16668 td 0.009 tw [(ambiente. contribuci\227n de la ciencia y la tecnolog\222a al desarr)18(ollo sostenible.)]tj t* 0 tw (universidad sim\227n bol\222var)tj 11.97143 0.00001 td -0.0001 tc (,)tj 0.49984 0 td 0 tc (caracas, december 8-1)tj 9.98405 0.00001 td (1,)tj 1 0 td (1997.)tj et 1 w 0 0 0 1 k 72 53.842 m 396 53.842 l s 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