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1. Introduction : education, nature and society -- 2. Why education matters -- 3. Why nature matters -- 4. Why society matters -- 5. The importance of not being certain -- 6. Scale : time and space -- 7. Competition and cooperation, freedom and equality -- 8. Mind and body -- 9. What can education do? -- 10. Conclusions.

Environmental issues continue to divide opinion, sometimes in extreme ways. Almost everyone agrees that education has a role to play in ensuring the future of humanity on Earth. Some think we should all learn to leave a minimal environmental footprint; others argue that education should promote economic growth, because only growth can generate the capital needed to develop solutions to environmental problems. Advocates on each side often find the views of their opponents simply incredible, giving rise to accusations of bad faith or poor science.This book explores the foundations of the debate

This book explores the implications for sustainability and security from a range of intellectual perspectives on liberalism, such as those offered by John Rawls, Robert Nozick, Frederick Hayek, Ronald Dworkin, Michael Oakeshott, Amartya Sen and Jürgen Habermas

This book explores the implications for sustainability and security from a range of intellectual perspectives on liberalism, such as those offered by John Rawls, Robert Nozick, Frederick Hayek, Ronald Dworkin, Michael Oakeshott, Amartya Sen and Jürgen Habermas.

In the Operations Management field, sustainable procurement has emerged as a way to green the purchasing and supply process. This paper explores issues in sustainable procurement training. The authors formed an interdisciplinary team to design, deliver and evaluate a training programme to promote and develop sustainable procurement in the United Kingdom health sector. Particular features of the project were its engagement with evolving and contested understandings of sustainable procurement and of the underlying concept of sustainable development and its recognition that relevant knowledge in the field is both incomplete and widely diffused through the procurement community. Eight practitioner groups worked together on themes to develop their understanding of sustainable procurement using the Blackboard virtual learning environment. Group interviews were conducted upon completion of the course and again three months later to explore qualitatively participants' experience of learning and implementing sustainable procurement. Although the course was delivered to practitioners, it might be modified for undergraduate and graduate students as it comprised the use of online activities in virtual learning environments, case studies and a broad range of literature. The course was also particularly significant in the context of contemporary policy moves in the United Kingdom and elsewhere to promote the role of higher education institutions in delivering workplace-based, high-skills education consistent with strategic policy considerations (see, for example, DIUS, 2008).