BildanfangAnnette DieckmannBildende

Dear readers,

The preservation of biological diversity, commonly known among experts as biodiversity, is a goal agreed upon under international law and one of the key issues of sustainable development. The Convention on Biological Diversity (CBD) was adopted next to the Agenda 21 in Rio de Janeiro in 1992. This convention complements the spirit of the Agenda 21 in that it reflects perspectives of the preservation of natural resources as well as their socially fair economic use.

Thus the preservation of biological diversity of species, culture types (genetic diversity) and ecosystems as well as protective nature conservation are about the development of sustainable economies and creating possibilities for a just distribution of the advantages, which are gained from the use of biological organisms.

Subjects of global importance, which are currently receiving a great deal of attention in the media are the dramatic drop in diversity; whether because of deforestation for soya cultivation, which results from the growing demand for meat, or the extreme reduction of the traded foodstuffs through the control of seed companies and biopiracy, i.e. the patenting of medicinal plants, whereby global groups of companies profit from the knowledge of indigenous populations of developing countries. It is obvious that solutions for these problems cannot be one-dimensional and this is reflected in the discussion on renewable resources and the competition between biofuels and foodstuffs. Education for sustainable development also requires alliances in order to cope with this complexity. Lessons learnt in environmental development can be utilised to sensitize as to the value of diversity in nature, to raise awareness, to promote comprehension of ecological contexts and to establish a concrete link to the local environment, which also provides opportunities for direct action.

One of the goals of global learning is to promote solidarity and understanding for worldwide interdependence. Those involved in educational measures at Fair Trade stores and development organisations introduce the aspect of human rights, the provision of elementary supplies and the opportunity for development of people in developing and newly industrialised countries. In-depth researched materials and diverse methods lead to numerous approaches for discussion on the basis of actual as well as apparent conflicting objectives between social justice, the preservation of natural resources and economic use.

The challenge for both areas of education is to support people in recognising solutions or rather in developing them. For one thing to enable political frameworks, which require intelligent solutions but also acceptance in the public and business sectors. Solutions can also be found in individual behavioural changes such as in the consumption of foodstuffs, medicinal plants, paper or furniture. In this context, alliances with communication experts and media are necessary, which develop goal-oriented communication concepts.

Currently cooperation between the different areas of education is still very much selective. However the diversity of common ideas and projects is on the increase. We would like this issue of the ESD-journal to encourage these selective alliances to grow into established networks, reaching across the local level to the international level.

We would be happy to receive any suggestions and comments regarding this issue.

Annette Dieckmann
Federal Chairwoman of the Working Group on Nature and Environmental Education (Arbeitsgemeinschaft Natur- und Umweltbildung ANU)