The development of such environmental literacies (please note the use of the plural) does not, of course, guarantee the saving of the planet from ecological destruction, but nothing does. While the emphasis in much environmental education to date has been narrowly teleological, we argue that really useful education, at least in the Western tradition, never accepts a monological view of the truth and the clear end-points one can associate with it, and that real personal change (which may, indeed, help to save the planet from ecological destruction, directly or indirectly by making us behave differently) can only be effected through an education that problematises and acknowledges multiple voices. Paradoxically, education for the whole child requires an acknowledgement that there is no whole truth.
From Stables, A., & Scott, W. (2002). The Quest for Holism in Education for Sustainable Development. Environmental Education Research, 8(1), 53–60. http://doi.org/10.1080/13504620120109655