Abstract:
The basic aim of the education system for sustainable development is „education of a new man', „a human of a sustainable type of thinking‟ a human of Cosmo-planetary consciousness with a holistic world outlook, who have a culture of sustainability, high socio-cultural needs and deep moral ethical values, who are capable to solve global tasks faced by the mankind and to promote the forming of sustainable society.
Education in its contemporary development should be aimed at the future, should “foresee” and form in a certain way and satisfy needs of future generations of people. That means that education should be anticipatory to social, economic and cultural life, it should form desirable sustainable future.
ESD must give people practical skills that will enable them to continue learning after they leave school, to have a sustainable livelihood, and to live sustainable lives. These skills will differ with community conditions.
The ability to consider an issue from the view of different stakeholders is essential to ESD. Considering an issue from another viewpoint besides your own leads to intra-national and international understanding. This understanding is essential for creating the mood of cooperation that will underpin sustainable development.
Conflicting values lead to Dilemma, which further leads to value conflicts one is not clear what can one do in a given situation. Here one needs to analyze the problem at hand through many angles in order to reach to an amicable solution to a problem. How does this model function, is discussed in this paper. The authors would like to focus on value analysis model to take educated decisions towards sustainable development.
