UNESCO recognises advances in education for sustainable development (ESD) through lifelong, transformative learning, which advances the necessary understanding, experiential, contemplative and embodied practices for individual, collective and planetary, and wellbeing.
'At the Transformative Learning Centre in Adult Education (Toronto), transformative learning is defined as the experience of a deep, structural shift in basic premises of thought, feelings and actions. It is a shift in consciousness that dramatically and irreversibly alters our way of being in the world.
“Such a shift involves our understanding of ourselves and our self- locations, our relationships with human beings and the natural world; our understandings of relations of power in interlocking structures of class, race, gender; our body awareness; our visions of alternative approaches to living; and our sense of possibilities for social justice and peace and personal joy” (O'Sullivan 2002; p.xvii).
In other words this is a shift toward embodied ecological consciousness. Transformation is used here in the sense gleaned from systems theory.'
–Eimear O'Neill, In: Radical Human Ecology (2012, Routledge)