Establishes the environmental sustainability education act

Section one states that this act shall be known as the "New York State Environmental Sustainability Education Act."

Section (2)

Section two lists the findings of the legislature regarding the critical importance of, and need for, comprehensive sustainability instruction in New York State's classrooms.

Section (3)

Section three defines the key terms of the bill, namely 'sustainability' and 'environmental education.' Sustainability is portrayed as a method of development and social progress that meets the needs of the present without compromising the vital environmental resources future generations would need to achieve similar progress and growth.

Section (4)

Section four outlines various legislative directives which collectively establish the appropriate framework for the successful instruction of environmental sustainability. The interdependence of social, political and economic systems in determining the degree to which a society develops and prospers in an environmentally friendly way is emphasized. Moreover, adopting a global perspective in the instruction of environmental sustainability and assuring that New York's students understand that a global commitment is needed to reverse negative environmental trends is reinforced. A recurring theme outlined in this section is the vital necessity for the curriculum to be designed around, and incorporate broader notions of sustainability, which encompass not just environmental science and protection, but cultural preservation and diversity, social justice, local and regional heritage and the overall quality of life.

The latter subdivisions of section four delineate the specific features that must be included in the sustainability curriculum ultimately endorsed by the state Department of Education. Clearly specified is the need for DOE and DEC officials to tailor the instruction of these principles to each grade interval so as to ensure the accessibility and comprehensibility of disseminated knowledge and information. This section also directs the instruction of the program to be carried out within the existing curriculum framework which will encourage education professionals to fuse the principles of sustainability with existing lessons in math, science, English, history, physical education and studies of society and technology. This section also encourages creative teaching techniques and endorses the use of visiting experts, special projects and class excursions to reinforce the values and knowledge of sustainable living. Finally, the designed program must establish effective assessment strategies to gauge the curriculum's success and relevance.

Justification

Developing positive strategies for the future involves thoughtful and effective planning today. As school districts embrace the principles of sustainability education, a growing need for guidance in effective planning has emerged. Therefore, to assist schools in their efforts to maximize sustainable education in their curriculum and in the everyday lives of their students, state government should assume the responsibility for developing a model curriculum to be made available to school districts throughout the state. Because sustainable education ties existing core curricula, subject areas and processes, together with the common theme of systems thinking; for schools to embrace, move forward, and maximize sustainable education, they need the assistance and expert guidance of the state's environmental and education professionals. This need cannot be overstated.

In short, the best argument for implementing sustainability education in our children's schools is that it will free them from the destructive habit of pitting nature against people and of ignoring the ethical precept that everyone has an equal right to a clean and safe environment. This proposed model curriculum for sustainability education takes into account all the assets, or forms of wealth, that provide the means for our livelihoods. It encompasses the many dimensions of well-being that matter to us, and embraces the full range of activities by which we derive well-being from the assets at our disposal.

Sustainability education provides the only feasible solution to environmental degradation and economic injustice. Not only will sustainability instruction sharpen analytical and critical thinking skills, but will foster an intergenerational ethic among students, one that combines a sense of gratitude towards those who preceded us, with a sense of responsibility to those that will follow. This ethic entrenches a deep commitment by our children to the well-being of present and future generations by embracing the goal of protecting the environment because of that fundamental recognition that the fates of humans and the natural world are inextricably woven together.

Legislative history

A.8429A/S.5997 of 2007-2008.

Fiscal implications

None.

Effective date

This act shall take effect immediately.