Biocultural evolution has created propensities that guide, largely unconsciously, how species think and behave. Human anthropocentrism leads to a lack of recognition of the propensities shared by Homo sapiens and other species. Human narratives and values reflect these propensities even as they also affect evolution and possible pathways of (un)sustainability for social-ecological systems (SES). Signals and narratives provide...

Humans exist as part of social-ecological systems (SES) in which biological, physical, chemical, economic, political and other social processes are tightly interwoven. Global change within these systems presents an increasingly untenable situation for long-term human security. Further, knowledge that humans possess about ourselves and SES represents a complex amalgamation of individual and collective factors. Because of variou...

Summary Although environmental education and education for sustainable development have become well‐established areas of scholarship and practice, there has not been a similar development focused on “industrial ecology education.” A review of the historical context and guiding philosophies for each of these areas finds many similarities, as well as key differences. Environmental education traces its modern roots to the idealis...

China requires industrial ecology (IE) skills and knowledge to deal with the contradiction between rapid economic growth and subsequent environmental pollution and resource depletion. Industrial ecology education was introduced in China in 1997 and now a few Chinese universities offer IE courses. Wuhan University is one of them and since 1999 has committed itself to promoting IE education. The university offers different curri...