There is an evident “theory-practice gap” between uncritical assumptions that business schools can provide “business solutions to sustainability challenges” (AACSB, 2013) and critical theorists’ views that any such ‘solutions’ are likely to be symptomatic at best and a ‘smokescreen’ at worst. While proponents of ESD seek to position it as radical paradigm-breaking project, its co-option by vested interests renders it “virtually useless” (Fleming & Jones, 2013). This paper examines relevant literature and secondary sources (UNPRME progress reports) to verify this claim. It also theorises this problem in terms of an opposition between values & cognitions, which thwart the transformational learning necessary for transition to a sustainability paradigm. Finally, it recommends pedagogical approaches that can endow ESD with a new sense of purpose by changing the way learners’ think through developing “goods internal to practices” (MacIntyre, 2007) and responding to the challenges posed by McGilchrist’s (2009) divided brain theory.
Hirst, J. (2014). Towards a Biopsychosocial Pedagogy for ESD.