Abstract

This article explores the significance of sustainability and several ways in which education for sustainable development can be considered. It presents several issues related to the theories of sustainability and ESD, which are generated based on a firm concept of anthropocentrism. ESD has been used for developing a scientific understanding of the world and is expected to effectively address the environmental damage facing humans. However, this is a narrow view of sustainability, through which learners do not gain an authentic understanding of nature. If the phenomenon of ecological interdependence is true, a non-anthropocentric stance of sustainability is the actual representation required for ESD teaching. Ecological wisdom in Buddhist philosophy indicates that natural sustainability corresponds to human living in harmony with the natural environment, an insight derived particularly from the Buddhist concept of the no-self. Instead of denying the existence of ‘I’, the no-self is the loss of self-preoccupation. This notion highlights the non-dual relation between the self and this world. If I am I and nature is nature, then human sustainability differs from natural sustainability. Only when I am nature and nature is I can natural sustainability translate into human sustainability. This state presents actual sustainability for humans. Regarding ESD, it can be achieved by coming to nature, and learning to see nature in ourselves. As nature does, it comes to all beings, manifesting itself in all beings.