A Review of “ <i>Learning and Sustainability in Dangerous Times</i> ” - S. Sterling (2024). <i>Learning and Sustainability in Dangerous Times</i> . Agenda Publishing.

StephenSterling's lifelong work lies at the crossroads of sustainability, education, and the study of preferable futures for society.His most recent book, Learning and Sustainability in Dangerous Times, offers a curated selection of his past writings and also provides new chapters, exploring alternative paradigms and the meaning of education in challenging times.The book serves as both an introduction to his academic work and a contribution to the field of sustainability education.While forming a coherent whole, chapters can be read as a stand-alone piece.This book explores critical questions to achieving a sustainable society and demonstrates how learning and education can play a decisive role in such an endeavour.Central questions addressed include: What is the nature of the change in consciousness necessary for creating a more ecologically sustainable and liveable world?What changes are required in the way we view and practice education to contribute fundamentally to this shift?(p.4).Striving to articulate a "robust and convincing alternative educational paradigm" (p.69), Sterling aims to help shift education and society toward a preferable future, making a case for contributing to the ongoing Great Transition Initiative (GTI).Sterling's central argument is that achieving a sustainable future requires transcending the mechanistic view of reality, which is identified as "the root cause of today's social and ecological crises" (p.5).Whereas a mechanistic worldview is characterised by "anthropocentrism, individualism, materialism, consumerism, economism, and extractivism," a relational or ecological worldview is "consistent with the Earth-centered worldviews that characterize indigenous cultures" (p.5).The message is clear: "If we want a sustainable future, we need to think relationally" (p.177).The term "sustainable education" describes change in educational culture based upon ecological worldviews.As Sterling highlights, sustainable education is "more than an isolated 'education for sustainability' programme, it is about a shift of personal consciousness and educational culture" (p.188).This shift, he contends, is possible through transformative learning, which can lead to "qualitative shift in perception and meaning making [ : : : ] such that the learner questions or reframes his/her assumptions or habits of thought" (p.151).Building on the work of Gregory Bateson (2002Bateson ( , 2008)), Sterling explores how learning involves and affects different levels of knowing and of consciousness, and when those shift, new alternatives and perspectives are

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