This collection provides multiple perspectives regarding the possibility of creating sustainable education practices that are integrated into and relevant to the needs and practices on a global scale. It also focuses on the failure of traditional education to address the problems of globalization. The articles conceive sustainable development education as focusing on the holistic development of the body and mind, encompassing a wide range of issues. This idea is also central to the Gandhian tradition of life knowledge and Nai Talim (New Education). The uniqueness of this compilation is in the multiple perspectives it provides, establishing workable links between local communities, governments, and international organizations that would enable sustainable human development.
Literacy Instruction in Indian Schools
The nature of relationship between literacy and development is very complex and challenging. More so because defining either term is not easy. However, a direct causal link between the two has been assumed in the past. This assumption was the basis of mass literacy campaigns launched by the third world countries with the hope that economic development will be facilitated. The reason for this assumption could be that the developed countries have had high levels of literacy; hence a direct causal correlation was assumed (Daswani 1994: 279–90). Close examination reveals, however, that this assumption is too simplistic. Daswani (1994) describes this assumption as ‘fallacious’ and provides examples to demonstrate complex patterns of literacy and development. For ...