ARTICLE REVIEW

READING DEWEY: INTERPRETATIONS FOR A POSTMODERN GENERATION

BY LARRY A. HICKMAN
SUMMARY
The article of Reading Dewey is divided into 12 chapters showing the views of John
Dewey in Philosophy, and insights that may have demonstrated the need for a re-interpretation
for the new generation.
Starting with the readth of philosophical reach, Dewey disli!e the idea of systematic
philosophy. "e p#lished oo!s which are gro#ndrea!ing wor!s on the developmental stages
of learning or techni$#es y which native talents and interests of children can inform and e
informed y the c#rric#l#m and on the comple% interactions etween classroom ed#cation and
the instit#tions of the wider society.
Dewey developed rich acco#nts of the relations etween the scientific method and the
transactional relationship etween !nowing s#&ects and the o&ects of their !nowledge and the
role of philosophical in$#iry in the reconstr#ction of technological c#lt#re.
'ased on the idea of the progressive ear of (merican history, his vision of comm#nity is
one in which mis#nderstanding and initial intransigence is overcome as parties to conflict come
together to recast and reconfig#re common prolems in ways that lead to novel sol#tions. The
wor! of comm#nity #ilding is never easy, it demands a strong commitment to m#t#al respect
and the pooling of e%periences.
)eanwhile, Dewey*s contri#tion to h#man sciences specifically in social psychology, it
was infl#ences heavily y evol#tionary nat#ralism. "e re&ected positivism and attempted to
estalish an instr#mentalism that wo#ld increase the #nderstanding of the contin#ities within
act#al social relations. "e arg#ed that philosophy is ed#cation eca#se one of its aim is to
develop a holistic vision of h#man growth. +f life is to e meaningf#l, and if h#man eings are to
increase the store its meanings, then philosophy as ed#cation m#st foster transaction etween
organism and environment with a view to estalishing contin#ities.
"owever, Dewey*s social and political philosophy resented his attempt to rethin! and
recast traditional notions of individ#al and society, p#lic and private, lieralism and
conservatism and democracy that not so m#ch a form of government as it is a process a ody
of tools and methods for #nderta!ing the ongoing reconstr#ction of social life.
Dewey*s wor! of ethics is the main highlight in his aesthetic theory and in$#iry. ,thics
grows o#t of the affective moments of h#man life, while in$#iry in ethics involves the eval#ation
and resol#tion of the conflicting claims of e%perienced val#es. "e re&ected the traditional notions
of fi%ed d#ties and rights and he tho#ght that the moral atomism of some of his predecessors
led to disastro#s social practice. (nother view that he re&ected is the r#leoo! view of -regory
Pappas, which ethical norms e%ists prior to e%periences and are imposed #pon it. +n short,
Dewey, insisted that an ethics placed the center of moral gravity within the concrete processes f
living, rather than within an ivory tower.
Dewey had withdrawn from participation in organi.ed religion that retained his deepen
sense of importance of ideals within h#man life and to the energies and enth#siasms that men
and women marshal in order to reali.e the profo#ndest commitments. 'eca#se of his childhood
filled with sin and alienation, he was convinced that r#pt#res etween the so#l and ody,
especially etween religion and science co#ld e healed.
( statement of the generic traits manifested y e%istence of all !inds witho#t regard to
their differentiation into physical and mental is called metaphysics as descried y Dewey. (ny
theory that detects and defines these traits is therefore #t a gro#p map of the province of
criticism, estalishing ase line to e employed in more intricate triang#lations. Dewey*
s#pported co-ed#cation for women, the dissemination of information ao#t the method of irth
control, and women*s s#ffrage at a time when those iss#es were still the so#rce of considerale
strife.
+n his responses to the theories of !nowledge d#ring the modern period of philosophy, it
is to #nderc#t their ass#mptions and to propose radical alternatives to their stated pro&ects. "e
critici.ed attempts to provide a firm fo#ndation for !nowledge ased on the priority of the
thin!ing self directly e%periences impressions and the individ#al transcendental ego.
Dewey was among (merican philosophers who #nderstood the competing claims of
these movements and who attempted to ta!e into acco#nt what was est in each movement.
The most promising prospects for dealing with ig prolems of philosophy will come from the
convergence of pragmatic and phenomenological approaches since they #nderc#t s!epticism
that re&ected all forms of cognitive privilege and admit the historical conte%t of in$#iry.
REACTION/REVIEW:
John Dewey was a leading proponent of the (merican school of tho#ght !nown as
pragmatism, a view that re&ected the d#alistic epistemology and metaphysics of modern
philosophy in favor of a nat#ralistic approach that viewed !nowledge as arising from an active
adaptation of the h#man organism to its environment.
/n this view, in$#iry sho#ld not e #nderstood as consisting of a mind passively
oserving the world and drawing from this ideas that if tr#e correspond to reality, #t rather as a
process which initiates with a chec! or ostacle to s#ccessf#l h#man action, proceeds to active
manip#lation of the environment to test hypotheses, and iss#es in a re-adaptation of organism
to environment that allows once again for h#man action to proceed. 0ith this view as his
starting point, Dewey developed a road ody of wor! encompassing virt#ally all of the main
areas of philosophical concern in his day. "e also wrote e%tensively on social iss#es in s#ch
pop#lar p#lications as the 1ew Rep#lic, therey gaining a rep#tation as a leading social
commentator of his time.
The central foc#s of Dewey*s philosophical interests thro#gho#t his career was what has
een traditionally called 2epistemology,3 or the 2theory of !nowledge.3 +t is indicative, however, of
Dewey*s critical stance toward past efforts in this area that he e%pressly re&ected the term
2epistemology,3 preferring the 2theory of in$#iry3 or 2e%perimental logic3 as more representative
of his own approach.
+n Dewey*s view, traditional epistemologies, whether rationalist or empiricist, had drawn
too star! a distinction etween tho#ght, the domain of !nowledge, and the world of fact to which
tho#ght p#rportedly referred4 tho#ght was elieved to e%ist apart from the world, epistemically
as the o&ect of immediate awareness, ontologically as the #ni$#e aspect of the self.
Dewey*s philosophical wor! received varied responses from his philosophical colleag#es
d#ring his lifetime. There were many philosophers who saw his wor!, as Dewey himself
#nderstood it, as a gen#ine attempt to apply the principles of an empirical nat#ralism to the
perennial $#estions of philosophy, providing a eneficial clarification of iss#es and the concepts
#sed to address them. Dewey*s critics, however, often e%pressed the opinion that his views
were more conf#sing than clarifying, and that they appeared to e more a!in to idealism than
the scientifically ased nat#ralism Dewey e%pressly avowed.
Dewey defended the view that things #nderstood as isolated from any relationship with
the h#man organism co#ld not e o&ects of !nowledge at all.
References4
"ic!man, 5arry (. John Dewey6s Pragmatic Technology. 'loomington and +ndianapolis4 +ndiana
7niversity Press, 1889.
)cDermott, John J., ed. The Philosophy of John Dewey. 2 vols. 1ew :or!4 -. P. P#tnam6s Sons,
18;<.
ARTICLE REVIEW
READING DEWEY: INTERPRETATIONS FOR A POSTMODERN GENERATION
BY LARRY A. HICKMAN
SUMMARY
The 12-part interpretation of John Dewey*s view of philosophical essays and wor!s
ranged more roadly than that of either os his great contemporaries s#ch as )artin "eidegger
and 5#dwig 0ittgenstein. Dewey*s gro#ndrea!ing contri#tions to philosophy, psychology and
ed#cational theory contin#e to animate research on the c#tting edges of those fields.
Dewey*s ma&or wor!s within the historical contests presented a timely reeval#ation of
each of the ma&or areas of his philosophical reach. The logic, ethics, social and political
philosophy, religion, art, metaphysics and the h#man sciences. This is to place a asis for
#nderstanding the c#rrent revival of interests in his tho#ght.
Dewey*s philosophical wor! was rich and varied. "e developed a version of evol#tionary
nat#ralism that contin#es to provide insights into c#rrent environmental and technological
prolems. +t it*s a matter of contin#ing significance that Dewey*s attempt to move eyond the
models of self-action #tili.ed in classical philosophy and the interactional model of modern
mechanistic physics in order to develop a transactional way of thin!ing that honors the dynamic
feat#res of h#man ehavior.
( legacy of Dewey was placed in (merican tho#ght. (ction is far from eing the end of
delieration, it is instead a phase within the formation of a new general hait of action that is
applicale across a wide range of sit#ations. "e has an e%cellent contri#tions to
environmental st#dies, feminist, m#ltic#lt#ral and even cognitive sciences which are the s#&ect
of ongoing investigations y the newer generations of philosophers.
"is idea of aesthetics and art had ecome the most asic ways in which h#mans life are
enriched. "is #nderstanding of perception as more aesthetic than optimistic as passive and
capale of opening h#mans o#tward to the f#ll range of possiilities afforded y their environing
conditions.
Dewey*s famo#s remar!s in philosophy as ed#cation is 2if we are willing to conceive
ed#cation as the process of forming f#ndamental dispositions, intellect#al and emotional, toward
nat#re and fellow men, philosophy may even e defined as the general theory of ed#cation.
(ltho#gh Dewey was s#spicio#s of the term val#e, eca#se of the tendency of
philosophers to reify the $#alities of events and o&ects, he did write a great deal ao#t the
activity of val#ation.
Dewey ties his ethical theory to his nat#ralism. "e characteri.es freedom in
terms of the enlargement and diversification of choices, as well as their #nimpeded operation.
=reedom is presented as a relative term. +t f#nctions as oth a condition and a goal in moral
choice.
/ne of the most comple% and controversial areas of Dewey6s tho#ght concerns his
attempts to &#stify his faith in democracy as a mode of comm#nity action. +n these essays those
attempts are e%hiited in f#ll relief within treatments of the p#lic-private distinction, the nat#re
and prospects of lieralism, and the reasons why democracy m#st e radical in its o#tloo! and
p#rposes.
1at#ral development and social efficiency as ed#cational aims m#st e defined in terms
of a larger c#lt#ral conte%t, where >c#lt#re> is ta!en as >the capacity for constantly e%panding
the range and acc#racy of one6s perception of meanings.
=inally, in a enchmar! essay on the s#&ect, Dewey arg#es that democracy is >a way of
life controlled y a wor!ing faith in the possiilities of h#man nat#re.> This wo#ld involve, in t#rn,
faith in the capacities of each individ#al, and a faith in ed#cation as a means of lierating those
capacities.
REACTION/REVIEW:
Dewey was sensitive and responsive to the criticisms ro#ght against his views. "e
often attri#ted them to misinterpretations ased on the traditional, philosophical connotations
that some of his readers wo#ld attach to his terminology. This was clearly a fair assessment with
respect to some of his critics. To ta!e one e%ample, Dewey #sed the term 2e%perience,3 fo#nd
thro#gho#t his philosophical writings, to denote the road conte%t of the h#man organism*s
interrelationship with its environment, not the domain of h#man tho#ght alone, as some of his
critics read him to mean. Dewey*s concern for clarity of e%pression motivated efforts in his later
writings to revise his terminology.
Dewey*s mat#re tho#ght in ethics and social theory is not only intimately lin!ed to the
theory of !nowledge in its fo#nding concept#al framewor! and nat#ralistic standpoint, #t also
complementary to it in its emphasis on the social dimension of in$#iry oth in its processes and
its conse$#ences. +n fact, it wo#ld e reasonale to claim that Dewey*s theory of in$#iry cannot
e f#lly #nderstood either in the meaning of its central tenets or the significance of its originality
witho#t considering how it applies to social aims and val#es, the central concern of his ethical
and social theory.
John Dewey ?18<@A viewed ed#cation from another perspective. "e points o#t that
philosophy is the general principle of ed#cation and that ed#cation is the laoratory of
ed#cation. Philosophy plays an important role in deciding the aims of ed#cation, teaching
content and organisation. "ence, its impact on c#rric#l#m design cannot e over-emphasised.
Dewey stresses that ed#cation sho#ld e$#ip children with the aility to solve social prolems to
promote their growth. +t is important that they develop contin#o#sly to meet the ever-increasing
challenges of the world. +n accordance with this, Dewey deems it necessary to design a
c#rric#l#m ased on children*s e%periences and let children e involved in interesting and
challenging prolems.
The infl#ence of John Dewey6s #ndenialy pervasive ideas on the co#rse of (merican
ed#cation d#ring the last half-cent#ry has een celerated in some $#arters and decried in
others. '#t Dewey6s writings themselves have not often een analy.ed in a s#stained way.
Dewey6s criti$#e of modern philosophers is that he thin!s the prolem with modern
philosophers was that they were not modern eno#gh. )odernity for Dewey was characteri.ed
est as the movement away from fi%ities that were ta!en to e the necessary conditions of
staility and order towards the release of processes of change tending to the #nforeseen and
the #npredictale.
References4
Roc!efeller, Steven B. John Dewey4 Religio#s =aith and Democratic "#manism. 1ew :or!4
Bol#mia 7niversity Press, 1881.
Ryan, (lan. John Dewey and the "igh Tide of (merican 5ieralism. 1ew :or!4 0. 0. 1orton,
188C.
Schilpp, Pa#l (rth#r. The Philosophy of John Dewey. The 5irary of 5iving Philosophers, vol. 1.
,vanston, +ll.4 1orthwestern 7niversity, 18<8. DReprinted, with iliography e%tended to 18C9,
y )#riel )#rray. 1ew :or!4 T#dor P#lishing Bo., 18C1. Reprinted, 5a Salle,
+ll.4 /pen Bo#rt P#lishing Bo., 18;9. <d ed., 18@8.E
Sleeper, Ralph 0illiam. The 1ecessity of Pragmatism4 John Dewey6s Bonception of Philosophy.
1ew "aven and 5ondon4 :ale 7niversity Press, 18@F.
IMPORTANCE OF EDUCATIONAL PHILOSOPHY IN TEACHER TRAINING FOR
EDUCATIONAL SUSTAINABLE DEVELOPMENT
Summary
,d#cation and the infrastr#ct#re on which it depends sho#ld reflect the rest of the world
and e holistic systems. This chapter and the following one foc#s on formal and nonformal
ed#cation as distinct activities, #t only for the p#rposes of st#dy and analysis. 7ltimately,
ed#cation is a seamless lifelong process. Similarly, all forms of ed#cation m#st foc#s on
interconnections4 the lin!ages fo#nd in nat#re and those connecting economic systems,
environment, and society.
'ehind every school and every teacher is a set of related eliefs--a philosophy of
ed#cation--that infl#ences what and how st#dents are ta#ght. ( philosophy of ed#cation
represents answers to $#estions ao#t the p#rpose of schooling, a teacher6s role, and what
sho#ld e ta#ght and y what methods. There are many ed#cational philosophies written which
are as follows4
,ssentialism foc#ses on teaching the essential elements of academic and moral
!nowledge. ,ssentialists #rge that schools get ac! to the asicsG they elieve in a strong core
c#rric#l#m and high academic standards.
Perennialism foc#ses on the #niversal tr#ths that have withstood the test of time.
Perennialists #rge that st#dents read the -reat 'oo!s and develop their #nderstanding of the
philosophical concepts that #nderlie h#man !nowledge.
Progressivism is ased largely on the elief that lessons m#st e relevant to the
st#dents in order for them to learn. The c#rric#l#m of a progressivist school is #ilt aro#nd the
personal e%periences, interests, and needs of the st#dents.
Social reconstr#ctionists separated from progressivism eca#se they desired more
direct and immediate attention to societal ills. They are interested in comining st#dy and social
action, and elieve that ed#cation can and sho#ld go hand in hand with ameliorating social
prolems.
,%istentialism is derived from a powerf#l elief in h#man free will, and the need for
individ#als to shape their own f#t#res. St#dents in e%istentialist classrooms control their own
ed#cation. St#dents are enco#raged to #nderstand and appreciate their #ni$#eness and to
ass#me responsiility for their actions.
,ssentialism and perennialism give teachers the power to choose the c#rric#l#m,
organi.e the school day, and constr#ct classroom activities. The c#rric#l#m reinforces a
predominantly 0estern heritage while viewing the st#dents as vessels to e filled and
disciplined in the proven strategies of the past. ,ssentialists foc#s on c#lt#ral literacy, while
perennialists wor! from the -reat 'oo!s.
Progressivism, social reconstr#ctionism, and e%istentialism view the learner as the
central foc#s of classroom activities. 0or!ing with st#dent interests and needs, teachers serve
as g#ides and facilitators in assisting st#dents to reach their goals. The emphasis is on the
f#t#re, and on preparing st#dents to e independent-thin!ing ad#lts. Progressivists strive for
relevant, hands-on learning. Social reconstr#ctionists want st#dents to actively wor! to improve
society. ,%istentialists give st#dents complete freedom, and complete responsiility, with regard
to their ed#cation.
+t has een considered that ed#cation for s#stainale development of ,SD is the !ey to
teachers development. ,d#cation for S#stainale Development allows every h#man eing to
ac$#ire the !nowledge, s!ills, attit#des and val#es necessary to shape a s#stainale f#t#re.
,d#cation for S#stainale Development means incl#ding !ey s#stainale development
iss#es into teaching and learningG for e%ample, climate change, disaster ris! red#ction,
iodiversity, poverty red#ction, and s#stainale cons#mption. +t also re$#ires participatory
teaching and learning methods that motivate and empower learners to change their ehavio#r
and ta!e action for s#stainale development. ,d#cation for S#stainale Development
conse$#ently promotes competencies li!e critical thin!ing, imagining f#t#re scenarios and
ma!ing decisions in a collaorative way.
,d#cation for S#stainale Development re$#ires far-reaching changes in the way
ed#cation is often practised today.
Ra!"#$%
( teacher, is the most important person in teaching who sees that ed#cational
programmes are s#ccessf#lly implemented y organi.ing and managing the learning
e%periences and environments. To ed#cate others therefore, one needs to e ed#cated and
have a road ac!gro#nd of general c#lt#ral training that provides a road lieral ed#cation this
this re$#ires complete #nderstanding of the philosophical conte%ts of ed#cation.
Teacher ed#cation is an important component of ed#cation. Thro#gh it, school teachers
who are considered mentors of society are prepared and prod#ced ?5#cas, 18;2A. Haf# ?299<A
says that teacher ed#cation is ostensily designed, developed and administered to prod#ce
school teachers for the estalished system of ed#cation.
Bogan, J. J. ?299FA loo!s at teacher ed#cation as the pre-service and in-service teacher
preparation where st#dents of teaching see! to develop !nowledge and s!ills of teaching and to
learn how to competently apply these in practice. These views s#mmari.e the importance and
the role of teacher ed#cation in the life of a given society.
,d#cation in this respect is regarded as the driving force for social development.
Teacher ed#cation in this paper is seen as the pre-service and in-service ed#cation and training
of all those involved in the dissemination of !nowledge at all levels of ed#cation aimed at
e%posing them to new ideas and practices which contin#o#sly improve their aility to ed#cate.
The improved aility to ed#cate is an important ingredient for s#stainale development.
,d#cation for S#stainale Development ?,SDA processes emphasi.e the need for
stim#lating a holistic, integrated and interdisciplinary approach to developing the !nowledge and
s!ills needed for a s#stainale f#t#re as well as changes in val#es, ehavio#r, and lifestyles.
This re$#ires #s to reorient ed#cation systems, policies and practices in order to
empower everyone, yo#ng and old, to ma!e decisions and act in c#lt#rally appropriate and
locally relevant ways to address the prolems that threaten o#r common f#t#re. (ccording to
71,SB/, ,SD is ao#t learning to4 respect, val#e and preserve the achievements of the pastG
appreciate the wonders and the peoples of the ,arthG live in a world where all people have
s#fficient food for a healthy and prod#ctive lifeG assess, care for and restore the state of o#r
PlanetG create and en&oy a etter, safer, more &#st worldG e caring citi.ens who e%ercise their
rights and responsiilities locally, nationally and gloally.
This represents a new vision of ed#cation, a vision that helps people of all ages etter
#nderstand the world in which they live, addressing the comple%ity and interconnectedness of
prolems s#ch as poverty, wastef#l cons#mption, environmental degradation, #ran decay,
pop#lation growth, health, conflict and the violation of h#man rights that threaten o#r f#t#re.
References:
Banks, J. (2007) Diversity and Citizenship Education: Global Perspectives, Jossey-Bass, San Francisco.
Birzea, C., Kerr, D, Mikkelsen, R., Pol, M., Froumin, I., Losito, B. and Sardoc, M. (2004). All-European
Study on Education for Democratic Citizenship Policies, Council of Europe, Strasbourg.
Cogan, J.J. and Derricott, R. (eds) (2000) Citizenship for the 21st Century: An International Perspective
on Education, Kogan Page, London.
IMPORTANCE OF EDUCATIONAL PHILOSOPHY IN TEACHER TRAINING FOR
EDUCATIONAL SUSTAINABLE DEVELOPMENT
Summary
(n ed#cational instit#tion performs a significant f#nction of providing learning
e%periences to lead their st#dents from the dar!ness of ignorance to the light of !nowledge. The
!ey personnel in the instit#tions who play an important role to ring ao#t this transformation
are teachers.
The teacher is the most important element in any ed#cational program. +t is the teacher
who is mainly responsile for implementation of the ed#cational process at any stage. This
shows that it is imperative to invest in the preparation of teachers, so that the f#t#re of a nation
is sec#re. The importance of competent teachers to the nationIs school system can in no way
e overemphasi.ed. The c#rric#l#m places demands and e%pectations on the teacher, which
need to e addressed y oth initial and contin#ing teacher ed#cation.
=or Perennialists, the aim of ed#cation is to ens#re that st#dents ac$#ire #nderstandings
ao#t the great ideas of 0estern civili.ation. These ideas have the potential for solving
prolems in any era. The foc#s is to teach ideas that are everlasting, to see! end#ring tr#ths
which are constant, not changing, as the nat#ral and h#man worlds at their most essential level,
do not change. Teaching these #nchanging principles is critical. "#mans are rational eings,
and their minds need to e developed.
,ssentialists elieve that there is a common core of !nowledge that needs to e
transmitted to st#dents in a systematic, disciplined way. The emphasis in this conservative
perspective is on intellect#al and moral standards that schools sho#ld teach. The core of the
c#rric#l#m is essential !nowledge and s!ills and academic rigor.
Social reconstr#ctionism is a philosophy that emphasi.es the addressing of social
$#estions and a $#est to create a etter society and worldwide democracy.
(s stressed earlier, it is impossile to do &#stice to the whole field of philosophy of
ed#cation in a single encyclopedia entry. Different co#ntries aro#nd the world have their own
intellect#al traditions and their own ways of instit#tionali.ing philosophy of ed#cation in the
academic #niverse, and no disc#ssion of any of this appears in the present essay. '#t even in
the (nglo-(merican world there is s#ch a diversity of approaches to the discipline that any
a#thor attempting to prod#ce a synoptic acco#nt will $#ic!ly r#n into the orders of his or her
competence. Blearly this has happened in the present case.
Ra!"#$%
Philosophers of ed#cation reflecting on the parameters of o#r field are faced not only
with s#ch perple%ing and disr#ptive $#estions as4 0hat co#nts as Philosophy of ,d#cation and
whyJG #t also 0ho co#nts as a philosopher of ed#cation and whyJG and 0hat need is there for
Philosophy of ,d#cation in a postmodern conte%tJ ,medded in these $#eries we find no less
provocative ones4 0hat !nowledge, if any, can or sho#ld e privileged and whyJG and 0ho is in
a position to privilege partic#lar disc#rsive practices over others and whyJ (ltho#gh s#ch
$#estions are disr#ptive, they offer the opport#nity to ta!e a fresh loo! at the nat#re and
p#rposes of o#r wor! and, as we do, to e%pand the n#mer and !inds of voices participating in
the conversation.
+t is common !nowledge that the academic and professional standards of teachers
constit#te a critical component of the essential learning conditions for achieving the ed#cational
goals of a nation. The foc#s of teacher preparation had to shift from training to ed#cation if it
had to ma!e a positive infl#ence on the $#ality of c#rric#l#m transaction in classrooms and
therey p#pil learning and the larger social transformation.
( whole-school approach to ,SD calls for s#stainale development to e integrated
thro#gho#t the formal sector c#rric#l#m in a holistic manner, rather than eing ta#ght on a stand
alone asis. This philosophy s#pports the notion that ,SD is ed#cation for s#stainale
development rather than ed#cation ao#t s#stainale development. +n practice, this approach
means that a school will incorporate teaching and learning for s#stainale development not only
thro#gh aspects of the c#rric#l#m, #t also thro#gh s#stainale school operations s#ch as
integrated governance, sta!eholder and comm#nity involvement, long-term planning, and
s#stainaility monitoring and eval#ation. 0hole-school approaches also advocate for active and
participatory learning, a hallmar! of ,SD, and call for the entire school, incl#ding st#dents,
ed#cators and administrators, to e actively engaged in wor!ing towards a s#stainale school
with ,SD f#lly integrated into the c#rric#l#m as the driving factor.