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Closed loop or ‘circular’ production systems known as Circular Economy and Cradle to Cradle represent a unique opportunity to radically revise the currently wasteful system of production. One of the challenges of such systems is that circular products need to be both produced locally with minimum environmental footprint and simultaneously satisfy demand of global consumers. This article presents a literature review that describes the application of circular methodologies to education for sustainability, which has been slow to adopt circular systems to the curriculum. This article discusses how Bachelor and Master-level students apply their understanding of these frameworks to corporate case studies. Two assignment-related case studies are summarized, both of which analyze products that claim to be ‘circular’. The students' research shows that the first case, which describes the impact of a hybrid material soda bottle, does not meet circularity criteria. The second case study, which describes products and applications of a mushroom-based material, is more sustainable. However, the students' research shows that the manufacturers have omitted transport from the environmental impact assessment and therefore the mushroom materials may not be as sustainable as the manufacturers claim. As these particular examples showed students how green advertising can be misleading, applying “ideal” circularity principles as part of experiential learning could strengthen the curriculum. Additionally, this article recommends that sustainable business curriculum should also focus on de-growth and steady-state economy, with these radical alternatives to production becoming a central focus of education of responsible citizens.

This article examines the practical implications of ecological democracy or ecodemocracy, inquiring how capable democratic societies are of addressing environmental challenges. It asks: What is needed to secure democratic legitimacy for policy measures to benefit nonhuman species? What would ecodemocracy look like in practice? Different types of existing and possible types of representation are discussed, including the expansion of the precautionary principle, the Council of All Beings or Parliament of Things, and representation through the Parties for Animals. A possible approach in the form of a mandate for proxy eco-representation similar to civil rights through continuous affirmative action is investigated. Limitations and possibilities of each approach for nature representation are weighed. Key words. anthropocentrism, democracy, ecocentrism, ecological democracy, ecodemocracy, ecological justice, environmental justice, multispecies justice, rights of nature, Visions for Sustainability, More Visions on line (2021)

In the Half-Earth vision, conservationists, scientists, and policymakers work together with local communities without compromising the interests of wildlife and ecosystems. The vision requires decolonizing nonhuman species through marshaling ecocentric philosophy, animal sentience science, and, crucially, local communities' support. While the studies of community attitudes to wildlife are accumulating, in the context of human-wildlife conflicts, there is a shortage of data on attitudes to the Half-Earth vision in countries with growing human populations and rapidly declining biodiversity, such as Nigeria. This paper aims to address this gap by exploring community attitudes to the Half-Earth vision through a pilot study of Yalwan Bongo and Kafi, the local communities living around Yankari Game Reserve, Bauchi State in Nigeria. This paper is a review of the main issues surrounding Half-Earth, with a preliminary case study that addresses some of these issues. This case study found that community representatives stand open to dialogue with local conservationists based on the mutual benefit of wildlife protection. The surveyed villagers had a greater understanding of particular species than of contributing factors in biodiversity declines, such as growing human populations, climate change, and bushmeat hunting. Educational programs that we recommend are targeted at the empowerment of individual community members to speak against poaching, but also at the development of basic literacy, numeracy, and professional skills to counter poverty and promote family planning.

Anthropocentrism in Western (modern industrial) society is dominant, goes back hundreds of years, and can rightly be called ‘hubris’. It removes almost all moral standing from the nonhuman world, seeing it purely as a resource. Here, we discuss the troubling components of anthropocentrism: worldview and ethics; dualisms, valuation and values; a psychology of fear and denial; and the idea of philosophical ‘ownership’. We also question whether it is a truly practical (or ethical) approach. We then discuss three troubling examples of anthropocentrism in conservation: ‘new’ conservation; ecosystem services; and the IPBES values assessment. We conclude that anthropocentrism is fuelling the environmental crisis and accelerating extinction, and urge academia to speak out instead for ecocentrism. anthropocentrism; hubris; ecocentrism; conservation; human supremacy; worldview; denial; ethics; ownership; practicality

This article will discuss philosophical debates on economic growth and environmental sustainability, the role of management responsibility, and the risk of subversion to business as usual. This discussion will be framed using the concepts of Cradle to Cradle (C2C) and Circular Economy about sustainable production. The case study illustrating the danger of subversion of these progressive models discussed here is based on the assignments submitted by Masters students as part of a course related to sustainable production and consumption at Leiden University. The evaluation of the supposedly best practice cases placed on the website of the Ellen MacArthur Foundation or those awarded Cradle to Cradle certificate has led some students to conclude that these cases illustrated green-washing. Larger implications of identified cases of green-washing for the field of sustainable business and ecological management are discussed. “This is a post-peer-review, pre-copyedit version of an article published in 'Philosophy of Management'. The final authenticated version is available online at: https://doi.org/10.1007/s40926-019-00108-x LinkedIn: https://www.linkedin.com/in/helenkopnina/

The nature of spectacle: on images, money, and conservation capitalism by Jim Igoe is, as its preface states, an ambitious book that seeks to make connections between diverse times and places. The ...

Anthropocentrism, in its original connotation in environmental ethics, is the belief that value is human-centred and that all other beings are means to human ends. Environmentally -concerned authors have argued that anthropocentrism is ethically wrong and at the root of ecological crises. Some environmental ethicists argue, however, that critics of anthropocentrism are misguided or even misanthropic. They contend: first that criticism of anthropocentrism can be counterproductive and misleading by failing to distinguish between legitimate and illegitimate human interests. Second, that humans differ greatly in their environmental impacts, and consequently, addressing human inequalities should be a precondition for environmental protection. Third, since ecosystems constitute the "life-support system" for humans, anthropocentrism can and should be a powerful motivation for environmental protection. Fourth, human self-love is not only natural but helpful as a starting point for loving others, including nonhumans. Herein we analyze such arguments, agreeing with parts of them while advancing four counter-arguments. First, redefining the term anthropocentrism seems to be an attempt to ignore behavior in which humans focus on themselves at the risk of the planet. Second, if addressing human inequalities is a precondition for environmental protection, biodiversity protection will remain out of the scope of ethical consideration for an indefinite period of time. Third, anthropocentric motivations can only make a positive contribution to the environment in situations where humans are conscious of a direct benefit to themselves. Fourth, 'self-love' alone is an inadequate basis for environmental concern and action. We also explore the question of agency, shared responsibility, and a fair attribution of blame for our environmental predicaments.

Sustainable production is often limited by structural factors such as industrial development, neoliberal democracy, growing population and globalization of consumer culture. Drawing on the work of some theorists linking unsustainability to universal psychological propensities, this article discusses sustain- able production in relation to human nature. Human nature is understood here as complex cross-cultural and historically consistent psychological traits or universal physiological predispositions that result in the largely shared repertoire of human behavior. It is posited here that these traits, when combined with specific conditions of industrial development result in unsustainable behaviors. This article explores the relationship between human population and sustainability, human nature and culture as well as human nature and environment, and between human nature and sustainability. Recommendations focus on how sustainability efforts can take advantage of some of our natural tendencies, and mitigate others in order to provide strategic solutions to unsustainable practices.

This article discusses critical pedagogy and ecopedagogy, which stimulate active citizenship through the lessons of environmentalism, exposing students to the critique of the underlying power structures of society. This article discusses business ethics and sustainability undergraduate course, which served as a case study applying critical pedagogy and ecopedogogy. Critical pedagogy, developed by the Brazilian educator Paulo Freire rejects the idea that education is ever politically neutral, arguing that teaching is an inherently political act. Ecopedagogy, taking critical pedagogy further to include current environmental challenges, has inspired this educational intervention described in this article. Asked to watch and reflect on a documentary about radical environmentalism, the students demonstrated a certain shift in their understanding of conventional ethics, enshrined in anthropocentrism. Their reflections showed that they were both surprised and to a degree shocked about not just the actions of the “radicals”, but also the role of the state, supported by corporate and political lobbies in suppressing protest and the framing of the term “radicalism”. The article concludes in the reflection on what radical environmentalism can teach business students in their role as active citizens.

Compassionate conservation is based on the ethical position that actions taken to protect biodiversity should be guided by compassion for all sentient beings. Critics argue that there are 3 core reasons harming animals is acceptable in conservation programs: the primary purpose of conservation is biodiversity protection; conservation is already compassionate to animals; and conservation should prioritize compassion to humans. We used argument analysis to clarify the values and logics underlying the debate around compassionate conservation. We found that objections to compassionate conservation are expressions of human exceptionalism, the view that humans are of a categorically separate and higher moral status than all other species. In contrast, compassionate conservationists believe that conservation should expand its moral community by recognizing all sentient beings as persons. Personhood, in an ethical sense, implies the individual is owed respect and should not be treated merely as a means to other ends. On scientific and ethical grounds, there are good reasons to extend personhood to sentient animals, particularly in conservation. The moral exclusion or subordination of members of other species legitimates the ongoing manipulation and exploitation of the living worlds, the very reason conservation was needed in the first place. Embracing compassion can help dismantle human exceptionalism, recognize nonhuman personhood, and navigate a more expansive moral space., Article Impact Statement: The debate about compassionate conservation is about whether to recognize nonhuman personhood.

At present, leading international agencies, such as the United Nations Environmental Programme, are largely focused on what they claim to be ‘win-win’ scenarios of ‘sustainable development’ rhetoric. These combine social, economic and environmental objectives. However, as noted by the ‘Scientists’ Warning to Humanity’, environmental integrity is the essential precondition for the healthy functioning of social and economic systems, and thus environmental protection needs to be prioritized in policy and practice. Ecological sustainability cannot be reached without realizing that population growth and economic growth, with attendant increased rates of depletion of natural resources, pollution, and general environmental degradation, are the root causes of unsustainability. This article argues that to strategically address ecological unsustainability, the social, economic and political barriers to addressing the current economic model and population growth need to be overcome. Strategic solutions proposed to the current neoliberal economy are generic – namely, degrowth, a steady-state economy, and a ‘circular economy’. Solutions to demographic issues must be sensitive to the countries' cultural, social, political and economic factors to be effective as fertility differs from country to country, and culture to culture. As discussed here, Mediterranean countries have the lowest fertility in the world, while many countries in Africa, and some in Asia, South America have stable but consistently high birthrates. This is discussed using three case studies - Tanzania, Italy, and Cambodia, focusing on the "best case" policy practice that offers more realistic hope for successful sustainability. https://doi.org/10.1007/s41207-019-0139-4 LinkedIn: https://www.linkedin.com/in/helenkopnina/

Preliminary empirical research conducted by the leading author has shown that design students using biological analogies, or models across different contexts, often misinterpreted these, intentionally or unintentionally, during design. By copying shape or form without integrating the main function of the mimicked biological model, students failed to consider the process or system directing that function when attempting to solve the design need. This article considers the first step in the development of an applicable educational model using distant analogies from nature, by means of biomimicry thinking methodology. The analysis examines results from a base-line exercise taken by students in the Minor Design with Nature during the Spring semester of Industrial Design Engineering at The Hague University of Applied Sciences in 2019, verifying that students without biomimicry training use this hollow approach automatically. This research confirms the gap between where students are at the beginning of the semester and where they need to be as expert sustainable designers when they graduate. These findings provide a starting point for future interventions in biomimicry workshops to improve systematic design thinking through structural and scientifically based iterations of analogical reasoning. https://doi.org/10.1007/s10798-020-09574-1 LinkedIn: https://www.linkedin.com/in/helenkopnina/

Indigenous rights’ relationship to ecological justice in Amazonia has not been explicitly explored in the literature. As social scientists rarely talk about violence against non-humans, this case study of conservation in Amazonia will explore this new area of concern. Ethical inquiries in conservation also engage with the manifold ways through which human and non-human lives are entangled and emplaced within wider ecological relationships, converging in the notion of environmental justice, which often fails to account for overt violence or exploitation of non-humans. Reflecting on this omission, this chapter discusses the applicability of engaged social science and conservation to habitat destruction in Amazonia, and broader contexts involving violence against non-humans. The questions addressed in this chapter are: Is the idea of ecological justice sufficiently supported in conservation debate, and more practical Amazonian contexts? Can advocacy of inherent rights be applied to the case of non-humans? Can indigenous communities still be considered ‘traditional’ considering population growth and increased consumptive practices? Concluding that the existing forms of justice are inadequate in dealing with the massive scale of non-human abuse, this chapter provides directions for conservation that engage with deep ecology and ecological justice in the Amazonian context.

Over the past 5 decades, scientists have been documenting negative anthropogenic environmental change, expressing increasing alarm, and urging dramatic socioecological transformation in response. A host of international meetings have been held, but the erosion of biological diversity continues to accelerate. Why, then, has no effective political action been taken? We contend that part of the answer may lie in the anthropocentric ethical premises and moral rhetoric typically deployed in the cause of conservation. We further argue that it is essential to advance moral arguments for biodiversity conservation that are not just based on perceived human interests but on ecocentric values, namely, convictions that species and ecosystems have value and interests that should be respected regardless of whether they serve human needs and aspirations. A broader array of moral rationales for biodiversity conservation, we conclude, would be more likely to lead to effective plans, adopted and enforced by governments, designed to conserve biological diversity. A good place to start in this regard would be to explicitly incorporate ecocentric values into the recommendations that will be made at the conclusion of the 15th meeting of the parties to the Convention on Biological Diversity, scheduled to be held in October 2020.La Necesidad del Ecocentrismo en la Conservación de la Biodiversidad Resumen Durante las últimas cinco décadas, los científicos han estado documentando el cambio ambiental negativo causado por la actividad humana, expresando cada vez una mayor alarma e insistiendo por una transformación socio-ecológica dramática como respuesta. Se han realizado un número de reuniones internacionales pero la erosión de la diversidad biológica se sigue acelerando. Entonces, ¿por qué no se han tomado acciones políticas efectivas? Sostenemos que parte de la respuesta a esta pregunta puede estar en las premisas éticas antropocéntricas y en la retórica moral que típicamente se despliega para la causa de la conservación. Además, argumentamos que es esencial promover argumentos morales para la conservación de la biodiversidad que no estén solamente basados en los intereses humanos percibidos sino en los valores ecocéntricos, principalmente la convicción de que las especies y los ecosistemas tienen valor e intereses que deberían respetarse sin importar si sirven a las necesidades y aspiraciones humanas. Concluimos que un conjunto más amplio de justificaciones morales para la conservación de la biodiversidad tendría mayor probabilidad de guiar planes efectivos, adoptados y aplicados por los gobiernos, diseñados para conservar la diversidad biológica. Un buen punto de partida al respecto sería la incorporación explícita de los valores ecocéntricos dentro de las recomendaciones que se harán al concluir la decimoquinta reunión de las partes que forman al Convenio sobre la Diversidad Biológica, programada para octubre 2020.在过去的半个世纪中, 科学家们报道了许多人类对环境的负面影响, 同时越来越多地发出警告, 并大力呼吁推动社会生态的巨大变革来作出响应。目前已经举行了许多相关的国际会议, 但生物多样性受到的侵蚀仍在加剧。为什么人们还没有采取有效的政治行动呢？我们认为部分原因可能在于保护工作中惯用的以人类为中心的伦理前提和道德修辞。我们还认为, 推进生物多样性保护的道德论证至关重要, 它不仅要基于人类的利益, 还应基于生态中心主义的价值观, 即无论物种和生态系统是否满足人类的需求和愿望, 都应尊重它们的价值和利益。本文的结论是, 在生物多样性保护中引入更广泛的道德理论才更有可能推动政府为保护生物多样性而通过和执行的有效计划。在这方面, 一个很好的起点是明确地将生态中心价值观纳入 2020 年 10 月即将举行的《生物多样性公约》第十五次缔约方会议在结论部分提出的建议之中。翻译: 胡怡思; 审校: 聂永刚.

This article presents and discusses student assignments reflecting on the documentary film If a Tree Falls, written as part of the Business Ethics and Sustainability course at The Hague University of Applied Sciences. This article follows two lines of inquiry. First, it challenges mainstream environmental education, supporting critical pedagogy and ecopedagogy. These pedagogies, which advocate pedagogy for radical change, offer a distinct and valuable contribution to sustainability education, enabling students to critically examine normative assumptions, and learn about ethical relativity, and citizenship engagement from environmentalists. The discussion of “lessons of radical environmentalism” is pertinent to the question of what types of actions are likely to achieve the widely acceptable long-term societal change. While this article focuses on student reflection on a film about radical environmentalism, this article also discusses many forms of activism and raises the question of what can be considered effective activism and active citizenship in the context of the philosophy of (environmental or sustainability) education in connection didactics and curriculum studies. Second, this article argues for the need for reformed democracy and inclusive pluralism that recognizes the needs of nonhuman species, ecocentrism, and deep ecology. The connection between these two purposes is expressed in the design of the student assignment: It is described as a case study, which employs critical pedagogy and ecopedagogy. https://doi.org/10.3390/educsci9040284 LinkedIn: https://www.linkedin.com/in/helenkopnina/

Contents: Introduction Migration London and Amsterdam: The Tale of Two Cities Community Subcommunities and Subcultures Social Networks and Informal Economic Activity Cultural Discourses Ethnicity and Identity Conclusions Index.

This chapter will discuss Bachelor level students’ perceptions of social (environmental) and ecological justice. Social justice concerns the fairness of distribution procedures, based on individual moral convictions of fairness and the willingness to obey the demands of authorities (Hegtvedt in Justice. Advances in group processes. Emerald Group Publishing Limited, Bingley, p. 371, 2008: ix–x). Social justice focuses on equalizing power relationship and access to natural resources among different social groups. While in some definitions environmental justice may encompass ecological justice (Schlosberg in Defining environmental justice: theories, movements, and nature. Oxford University Press, Oxford, 2007), most commonly it is associated with fairness in the distribution of environmental risks and benefits among human groups (Kopnina in Earth Perspectives 1:8, 2014a).

As many in society work towards global sustainability, we live at a time when efforts to conserve biodiversity and geodiversity, and combat climate change, take place simultaneously with land grabs by large corporations, food insecurity, and human displacement through an ecological breakdown. Many of us seek to reconcile more-than-human nature and human nature, and to balance intrinsic value and the current human expansion phase. These and other challenges will fundamentally alter the way people, depending on their worldview and ethics, relate to communities and the environment.

This book arose out of a desire to consider how society is travelling in terms of retaining the rich diversity of life on this spectacular planet. Once green and teeming, it is now a planet in peril, with the living world in decline (e.g. Wijkman and Rockstrom 2012; Ceballos et al. 2015). In this book we also consider where ‘justice’ lies in all this. After all, we all want justice, but what exactly do we want it for? We are sure all chapter authors believe in justice for society, and that involves questions of equity and equality (e.g. Wilkinson and Pickett 2010). We argue society should seek to cultivate an environmentally-focused perspective that embraces not only social and economic justice but also concern for non-human species. Through this we can find a middle road of cooperation that acknowledges the rights of human and nonhuman species alike (Shoreman-Ouimet and Kopnina 2015).

This chapter will elaborate on issues discussed in Chap. 1, where we have mentioned that environmental justice is often associated with social justice, or justice in distribution of environmental risks and benefits.

This chapter examines some of the challenges of unlearning anthropocentrism - i.e. the deep-seated cultural, psychological and enacted prejudices of human specialness - in nature-based early childhood education programs. We begin with a critical exploration of recent trends in environmental philosophy and the conservation sciences that seek to move beyond the so-called archaic notions of “wilderness” and “nature” towards more managerial models of human dominion over planetary “ecosystem services.” We suggest the trouble with these discursive moves is that they shirk from the courageous conversations required from environmental education in a time of ecological emergency. We conclude by drawing on research at nature-based schools in the Netherlands and Canada to illustrate the tenacity of anthropocentric “common-sense” and suggest the beginnings of pedagogy of childhoodnatures guided by notions of rewilding and ecological humility. https://doi.org/10.1007/978-3-319-51949-4_40-1 LinkedIn: https://www.linkedin.com/in/helenkopnina/

This article aims to gauge students’ perceptions of the Dutch Party for Animals (PvdD) in order to reflect on the political representation of nonhumans (animals). The support for political representation of nonhumans is based on the ethical underpinning of deep ecology; growing recognition of the importance of sustainability; and increased societal support for animal rights and welfare. This article reflects on these developments using Bachelor students’ assignments from a Sustainable Business course, which asked them to reflect on the underlying principles of the PvdD. Student assignments indicate that educational efforts targeted at fostering ecological citizenship have a positive effect on the recognition and acceptance of ecocentric values. https://doi.org/10.1163/15685306-00001660 LinkedIn: https://www.linkedin.com/in/helenkopnina/

One of the main outcomes of the Rio + 20 Conference was the agreement to set Sustainable Development Goals (SDGs). The most common terms in the17 goals are economic growth, resilience and inclusion, all of which are critically examined in this article. This article discusses how these goals are reflected within existing sustainability programs at a vocational college, and at the undergraduate and postgraduate university levels in The Netherlands. Within all three institutions the author has integrated lectures on sustainable development with specific emphasis on the SDGs. The aim was to engage students in critical discussion, allowing reflection on the issues and paradoxes that characterise the larger discourse of sustainability. The case studies illustrate how curriculum aimed at this awareness can be developed stimulating the students’ recognition of critique of economic development, inclusion and resilience. As a result of the courses, the students were able to develop a certain degree of critical, imaginative, and innovative thinking about sustainable development in general and the SDGs in particular. Cradle to cradle and circular economy approaches were named as more promising for current production systems. This article concludes with the recommendation as to how the SDGs can be critically taught.

This article will discuss liberal arts college students’ perceptions of environmental and ecological justice. Complementing emerging studies of education that tackles human-environment relationships, this article discusses student assignments related to the debates in social/environmental and ecological justice written as part of the course “Environment and Development”. Student assignments are analyzed with the aim of gauging their view on the environment and society, identifying reasoning patterns about anthropocentrism-ecocentrism continuum. In conclusion, this article distills recommendations for the design of a university curriculum that can facilitate the development of a non-anthropocentric worldview. https://journals.sagepub.com/doi/full/10.1177/0973408219840567 LinkedIn: https://www.linkedin.com/in/helenkopnina/

Ecocentrism has roots in environmental philosophy, which questions the conceptual dichotomy between humans and the environment, acknowledging nonhuman species' right to flourish independently of human interest (Naess 1973). Generally, ecocentrism refers to a planet- and nature-centered as opposed to the human-centered (anthropocentric) system of values. Inspired by this philosophy, ecocentric education focuses on intrinsic values of the ecosystem, environment, and individual living beings and habitats in environmental education (EE) and education for sustainable development (ESD). https://rd.springer.com/referencework/10.1007/978-3-319-63951-2 LinkedIn: https://www.linkedin.com/in/helenkopnina/

For interspecies justice, animal welfare, and animal rights, the planet needs to be divided on the basis of species' natural resource requirements. The Half-Earth View is that to maintain viable populations of the Earth's remaining species, half of landscapes and seascapes need protection from intensive economic activity. This protection is needed outside the nature preserve system, such as in agricultural areas or cities, so nature can co-exist with local communities. LinkedIn: https://www.linkedin.com/in/helenkopnina/

In human-controlled environments and in cultivated landscapes, the plants accommodate social, cultural and economic needs. This article will focus on the use of plants for agriculture, urban planning, forestry, environmental education and indoor decoration in The Netherlands. This exploration, based on literature review and observations, reveals mostly anthropocentric, instrumental and unsustainable practices. In urban landscapes plants are pushed to the margins, if not entirely eradicated. This article shows that moral recognition of plants is an ethical imperative, which is also critically important to achieve environmental sustainability. In line with ecocentric ethics and in the interest of long-term sustainability, this article suggests alternative, more ethical and sustainable ways of relating to plants in The Netherlands and beyond. This is the Author’s Original Manuscript of an article published by Taylor & Francis in Journal of Urbanism: International Research on Placemaking and Urban Sustainability, on October 2018, available online: https://www.tandfonline.com/doi/full/10.1080/17549175.2018.1527780 https://doi.org/10.1080/17549175.2018.1527780

Sustainable Business: Key Issues is the first comprehensive introductory-level textbook to address the interface between environmental challenges and business solutions to provide an overview of the basic concepts of sustainability, sustainable business, and business ethics. The book introduces students to the background and key issues of sustainability and suggests ways in which these concepts can be applied in business practice. Though the book takes a business perspective, it is interdisciplinary in its nature and draws on knowledge from socio-economic, political, and environmental studies, thereby providing a practical and critical understanding of sustainability in the changing paradigm of global business. It goes beyond the conventional theories of sustainability and addresses critical issues concerned with population, consumption and economic growth. It discusses realistic ways forward, in particular the Circular Economy and Cradle to Cradle frameworks. The book is both a theoretical and practical study guide for undergraduate and postgraduate international students of broad areas of sustainability, teaching ways to recognize opportunities for innovation and entrepreneurship at the intersection of environmental, economic, ethical, and social systems. It takes a strategic approach in applying the power of business methods and policy to address issues of global importance such as climate change, poverty, ecosystem degradation and human rights. This textbook is essential reading for students of business, management and sustainability courses. It is written in an engaging and accessible style, with each chapter including case studies, discussion questions, end of chapter summaries and suggestions for further reading.