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without compromising the ability of future generations to meet their own needs. The lack of sustainability values and the anthropogenic environmental paradigm of western culture are evidenced by the large ecological footprint of developed nations; therefore, education for sustainability is necessarily transformative. The goal of education for sustainability is to transform the environmental perspectives of the learners from viewing the environment as a commodity to a community, from consumer to conserver, from short-term reactor to long-term evaluator. Changing and expanding worldviews of learners Trending new orleans saints who dat full printing ugly sweateris the goal of transformative learning (Mezirow, 1978; O’Sullivan, 2008; Taylor, 2007). Another perspective based on the work of Freire (2007/1970) emphasizes societal transformation. This social-emancipatory view of transformative learning fosters conscientization among participants through critical reflection for the purpose of creating a more equitable world . O’Sullivan presents a planetary view which defines transformative learning as a profound shift in awareness that alters one’s way of being in the world and one’s view of the interconnectedness of self, the human community and the natural environment (O’Sullivan, Morrel, & O’Connor, 2002; O’Sullivan, 2008). The theory of transformative learning has evolved over time, initially focusing on the individual but expanding to community and then a planetary view. From these perspectives, transformation goes beyond epistemological processes of a change of worldview to an ontological process of a change in being in the world .
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