摘要：Promoting education for that focuses on the intersection of the environment, society, and the economy (education for sustainable development, ESD) has captured the attention of the global community. The process of promoting ESD programs in universities represents a complex task and understanding the different elements required in ESD at the university level is needed to facilitate that promotion. The purpose of this study was to understand the interaction of personal factors that influence University professors' ESD. This interaction was investigated through two case studies of environmental science professors at an American University. Data collection focused on individual university professors' thinking, beliefs, and teaching philosophies, their practices regarding ESD, as well as an examination of the broader historical and cultural context in which this ESD occurred. T he findings showed that although ESD was a goal for both professors, neither was effective in achieving this goal. We argue that these professors fear of indoctrination and their views of teaching and learning prevented significant movement toward ESD. We argue that being consciously aware of the boundaries of acceptable pedagogical practice is essential if these professors are to move beyond providing "facts" and supporting their students in making sense of scientific information.
关键词：Education for Sustainable Development; Sustainability; Indoctrination; Science Education; Cultural Historical Activity Theory
