摘要：University teaching and learning are still dominated by disciplines. Education for sustainable development is now being actively promoted with encouragement to universities to embed sustainability in curriculum and pedagogy. Sustainability, with its many interrelated dimensions, defies disciplinary containment while each disciplinary culture is likely to be receptive to some, but not all, dimensions. So, how do we seek to ensure that students are confronted with the multi-dimensional challenge of sustainability rather than a discipline-comfortable and somewhat emasculated challenge? Against the backcloth of this question, infusionist, interdisciplinary and trans-disciplinary approaches and avenues for education for sustainable development are considered.
