Education is a key tool for development and progress of human society. With the rapid progress of our society, technologies and social systems have developed as well. Education, as the most important part of human development, should live up to the requirements of present development. To this end, the requirements of present development need to be first stated briefly. After a science and technology boost in the 20th century, increasing industrial activities resulted in serious environmental problems. To combat these problems, sustainable development was introduced, which is the requirement of present development. It should be noted that the concept of sustainable development is evolving incessantly. Today, not only the environment but also other issues such as poverty and equality are included in the concept of sustainable development [1]. Therefore, for equipping people with skills and thinking of sustainable development, the new and adjusted education for sustainable development, Education for Sustainable Development (ESD) was proposed by UN and gain a lot of importance. United Nations Decade of Education for Sustainable Development (DESD) and Global Action Program on Education for Sustainable Development were carried out to accelerate the progress of ESD. In these two actions, the content of ESD was enriched with many detailed goals and feasible approaches. Under the guidance of the two actions, driven by intrinsic need of sustainability, many countries have developed their own framework of education for sustainable development. Different technologies and advanced concepts of education are applied to impart the knowledge of sustainable development to students and strengthen their skills, critical thinking and systemic thinking regarding sustainable development. With the work done by governments and UN, great progress has been made of ESD [2,3 4].

As narrated above, great work has been done with ESD, including complement of the content of education, specific goals and applying new technologies. However, one element dose not get enough attention and that is the motivation of people who receive the education for sustainable development. With motivation, people would set their goals and pursue their goals with strong impetus. From a perspective of educational psychology, generating learning motivation is indispensable and it has high priority in practical education [5]. With high internal motivation of educatees, remarkable outcomes of education could be attained. The creativity and cognitive flexibility of educatees would be greatly improved [6] and these two traits are exactly required by ESD.

Integrating documentary into ESD as a potential creative approach to make up for the deficiency mentioned above is proposed in this essay. One example of documentary and some other advantages of documentary for ESD are discussed. Extending from the documentary that includes engineers and scientists, the role of them and industry in documentary and ESD is also discussed.

Documentaries as a form of video could contain text, graphics, animation and sound, all of which are the elements of multimedia. Multimedia teaching has been proved to be a very effective way of teaching. It helps stimulate students' interest and make students more active in class [7]. Therefore, documentary as one method of multimedia teaching is also able to have the same advantages mentioned before. But further properties should be discussed. Documentaries are not the videos that are usually seen on the class using animation to expound complex theories, but it is also a form of art and commercial products to tell the truth. As commercial products, it has very large audience. Everyone can see it in the cinemas, which means everyone can be the educatees. Documentary tells audience what happens in the real world in an artistic way. Most documentaries would not try to exaggerate the facts to attract people. Instead, different art technics are used to help give more powerful expressions combining with esthetic shots and matched background music, documentary is able to impress audience profoundly. In this way, people are more likely to recognize the facts and reflect more after the documentary [8].

Because of the diversity of documentary, many issues can be displayed and discussed in documentaries. All types of issues relevant to sustainable development are covered in documentaries that have been produced. For example, these three very recent documentaries, “Ruth Bader Ginsburg”, “Chasing Coral” and “Of Fathers and Sons” respectively correspond to equality, environment and education. They provide unique and profound perspectives that audience would not expect, but they are all based on facts and do reveal the issues of sustainability that should get more public attention. More discussion of “Chasing Coral” as an example would be conducted to show some good characteristics which enable this documentary fit into ESD.

Chasing Coral as a documentary records the rapidly bleaching and dying coral due to the rising temperature of ocean, see figure 1. This figure shows rising temperature clearly. When it comes to global warming, much attention is paid to the melting glaciers and rising sea levels. It is a rare and potent angle of looking into global warming. Coral form colorful sea worlds. As the famous Great Barrier Reef , It is very beautiful. However, few people know that it is being killed by global warming. Disappearance of such beautiful thing and novel perspective are able to strongly impress people.

Figure 1. Sea surface temperature anomaly

Global warming is still having an impact where we cannot see it and this is coral. In the documentary, scientists and engineers from various disciplines were invited to give analysis and prediction of coral spreading all over the world according to ocean currents and ocean water temperature warming. Some prediction is given by text, see figure 2. In this way, the predicted results could be impressing.

Figure 2. Prediction from scientists and engineers

Coral is very sensitive to the temperature rising, which would result in a great threaten on the living of coral. The famous Great Barrier Reef will probably have more extensive coral bleaching over the next few years and then die. Currently, 29% of the Coral Great Barrier Reef has died. What is more, coral is a fundamental part of a huge ecosystem and it is, in a way, just like the trees in a forest. Therefore, with coral disappearing, all other animals are also disappearing little by little in our marine ecosystems. Many contrasts are given in this documentary leaving very deep impression to audience.

Figure 3. Contrast of living and dead coral

Figure 4. Contrast of living and dead coral

In summary, in this documentary, starting from a rare perspective of dying coral, combing with scientific research process, showing scientific and rigorous graphics, texts and data, with beautiful sights into the coral, this documentary touches the audience and the audience feels encouraged to think about what they can do about this issues of the dying coral.

The role of scientists and engineers was emphasized in the documentary, see figure 5. They provide rigorous scientific evidence to support the facts and help explain the complex ecological processes in an acceptable way by the public. The participation of these people helps publics understand this documentary better.

Figure 5. Some scientists and engineers involved

Engineers also solve some technical problems, for example, setting a camera in the sea water to help shooting of this documentary.

Figure 6. A camera in the sea water

For this kind of documentary, the target group is not only students but all of society. As one type of commercial movie, it has been shown in the cinemas. Even in some undeveloped regions, open-air cinemas of low cost could be applied to play documentaries to realize this kind of public education. Combined with commercial activities, the film could be advertised widely to the public. Therefore, documentary could reach a large variety of people. Promoting sustainable development widely is exactly desired by ESD. Everyone could contribute to the sustainability of development, if they aware of the issues and motivated to be involved.

However, in a very long term, the youth are the people who can make a difference. They are motivated by the situation that should be changed and then build up their great ideals. They are receiving more advanced education for sustainable development. In the future, they are able to do some great work that makes great differences for sustainability. This is also emphasized in this documentary by the text as following.

Figure 7&8. Young generation is emphasized

Enlightened by this documentary and one example in the following discussion, some suggestions about how scientists, engineers and industry should be involved in ESD are proposed.

As mentioned in section 2.3, the scientists and engineers are involved in making this documentary. This is one example how they can promote ESD. Moreover, in this documentary, they brought their research results to the publics by speeches or other public activities. Especially after they retire from the academic or industrial positions, they have more time and could be involved in more educational public activities. The career of Dr. Jan Goodall is a very good example. After spending 38 years on researching on chimpanzees in the wildlife, she traveled around the world, calling on people to protect wild animals and the earth's environment [9].

Scientists and engineers are the people who work at the forefront of sustainable development. They understand clearly what terrible things are happening. Precious experience and knowledge are built up on their minds. They do have ability to make publics aware of the sustainable issues and encourage them to get involved in sustainable development.

Engineers from industry represent the industry. Industry should participate in some educational public activities as well, such as making this kind of documentary mentioned before. However, if some documentaries tell the false information because of interest, scientists and engineers should stand out to against them. Industry should input sustainable ideas into their products by producing sustainable products in a sustainable way and tell customers how their products are sustainable. With their product sold to publics, by advertising their sustainable producing processes, the sustainable ideas could be prompted.

Documentary can be integrated in ESD. Not only in the classroom teaching, but it also can be widely shown in cinemas. It can make people aware of this issue and give people internal motivation to get themselves involved in this global issue of sustainable development. The young generation should be the main targets of those educational documentaries and also ESD. Because they will be equipped by advanced education to make a difference in the future. Scientists, engineers and industry can participate in different public educational activities for sustainable development. Scientists and engineers can still make huge contributions after they retire by getting involved in more educational activities for sustainable development, if they are willing and energetic enough.

Reference

1. United Nations. “The Sustainable Development Goals Report 2018.” (2018).

2. UNESCO. “Education for Sustainable Development Goals.” (2017).

3. Uspartnership.org., U.S. Partnership. URL: //uspartnership.org/

4. Dieter Appelt., et al. “Global Development Education: A Cross-Curricular Framework in the Context of Education for Sustainable Development.” (2017).

5. Slavin, Robert E., and Nicola Davis. "Educational psychology: Theory and practice." (2006).

6. Deci, Edward L., et al. "Motivation and education: The self-determination perspective." Educational psychologist 26.3-4 (1991): 325-346.

7. Joshi, Ashvini. "Multimedia: A Technique in teaching process in the classrooms." Current world environment 7.1 (2012): 33-36.

8. Nichols, Bill. Introduction to documentary. Indiana University Press, 2017.

9. Peterson, Dale. Jane Goodall: The woman who redefined man. Houghton Mifflin Harcourt, 2014.

作為渺小的人類一直被大自然的壯美所征服. 然后會(huì)被人類毫無節(jié)制的破壞力所震撼. 供養(yǎng)了海洋四分之一生物的珊瑚在以肉眼可見的速度白化. 從80年代第一次白化高峰到現(xiàn)在全球約有35%的珊瑚已經(jīng)死亡. 紀(jì)錄片到后面. 看著世界各地的白化嚴(yán)重程度. 給人的感覺就像海洋版電影<Contagion>活生生地上演. 海水升高2度就足以殺死斑斕絢麗的珊瑚. 試想一下要有多少CO2的排放才足以讓這盆覆蓋了地球面積71%的水升高這2度. 如果沒有這片汪洋一直以來吸收大部分來自人類排放的熱量. 如今的地表溫度可能高達(dá)50°. 就算你沒有親眼目睹Great Barrier Reef至少也聽說過她的美. 而這片34萬平方公里的世界奇跡在以肉眼可見的速度死亡. 總覺得環(huán)境惡化全球變暖什么的好像不是我們這代人的事. 而以目前的速度發(fā)展下去20年后這片絢爛就會(huì)死亡殆盡. 這種速度難道不會(huì)讓你覺得不寒而栗嗎?

珊瑚是由珊瑚蟲組成的動(dòng)物，靠體內(nèi)的小植物細(xì)胞進(jìn)行光合作用為機(jī)體提供能量，而當(dāng)海水溫度上升2攝氏度時(shí)，珊瑚會(huì)發(fā)生白化而死亡。所以珊瑚死亡的原因很簡(jiǎn)單，就是那個(gè)被說爛的詞——?dú)夂蜃兣?。大量的二氧化碳排入了大氣層，二氧化碳?huì)鎖住熱量，其中93％被困住的熱量進(jìn)入了海洋。1999年就有科學(xué)家預(yù)言了珊瑚在未來的大量消失，而根據(jù)推算，如果氣溫再這樣穩(wěn)步增長(zhǎng)，30年后地球上的大部分珊瑚都會(huì)死亡。

一群熱愛大海、熱愛珊瑚的人拍攝了這部作品，通過這種方式保護(hù)自己的熱愛。在我看來，紀(jì)錄片是連接科學(xué)和普通民眾最好的方式，珊瑚白化這一現(xiàn)象早就被科學(xué)家們發(fā)現(xiàn)，但是卻被人們所忽視，紀(jì)錄片將遠(yuǎn)離我們的真相鋪開在我們面前，讓我們意識(shí)到殘酷的真相和身上的責(zé)任。氣候問題要靠每個(gè)個(gè)體，如何提高個(gè)體意識(shí)，其實(shí)更需要的是政府的倡導(dǎo)和組織，這似乎又來到了環(huán)境與發(fā)展之間的兩難問題，什么時(shí)候才能放慢發(fā)展，把環(huán)境放在首位呢？三十年內(nèi)可以做到嗎？答案讓人擔(dān)憂。

大海真的很美，色彩斑斕的珊瑚讓人驚嘆大自然的神奇（雖然影片中過度放大的珊瑚讓我有些密集恐懼）。影片中記錄了團(tuán)隊(duì)這一路走來的不易，新的拍攝設(shè)備的設(shè)計(jì)和調(diào)試、全球拍攝地點(diǎn)的選擇，然后照片失焦，重新選點(diǎn)后又遭遇惡劣天氣，最后臨時(shí)換點(diǎn)，丟棄水下固定的設(shè)備，采用每日人工拍攝的方式。兩個(gè)月的時(shí)間內(nèi)，水下攝影師每天下海拍攝60個(gè)點(diǎn)，高溫、割傷、疲憊，而更痛苦的是內(nèi)心的沮喪——親眼見證自己熱愛的珊瑚逐漸死去，從光彩照人的瑰麗到長(zhǎng)滿藻類腐爛。團(tuán)隊(duì)就是希望通過對(duì)這一過程的記錄，從前后的對(duì)比中，讓觀者感受到付出行動(dòng)刻不容緩。影片還記錄下了意外的情況，面臨溫度的升高，珊瑚發(fā)出了熒光，通過自身產(chǎn)生化學(xué)遮光劑，進(jìn)而保護(hù)自己，它似乎在苦苦掙扎想要活下去。

影片中一方面展現(xiàn)出自然問題的岌岌可危，一方面展現(xiàn)出了一批人對(duì)于珊瑚的熱愛和付出，兩方面同樣讓人動(dòng)容。在我們的潛意識(shí)中，珊瑚似乎是海洋中最常見而理所當(dāng)然存在的一部分（影片中也介紹了珊瑚對(duì)海洋生態(tài)的重要作用），當(dāng)它都面臨著危機(jī)的時(shí)候，多可怕。

跟霧霾相比，珊瑚離著人們城市生活太遠(yuǎn)了，遠(yuǎn)的都不足以被引起討論。反正也看不見嘛。

然而珊瑚也在影響著天氣變化，氣候變遷，氧氣含量。珊瑚礁還是人類吃的海鮮的生命來源，是五億多人的食物和收入。我們的文化，生活方式，經(jīng)濟(jì)都依賴于健康的珊瑚。

珊瑚礁產(chǎn)生的防浪堤比人類建造出來的防浪堤更能保衛(wèi)我們免受海嘯的侵襲。

你感受到的全球變暖，溫度升高，已經(jīng)是海洋吸收掉了93%的溫度之后的感覺了，不然猜猜現(xiàn)在地表溫度是多少？人類體溫升高兩度時(shí)間長(zhǎng)了都是危及生命了，那珊瑚呢？

過去的30年間，這個(gè)星球已經(jīng)死了50%的珊瑚。還有許多未知的，能為人類社會(huì)帶來無窮福利的東西，還未被發(fā)現(xiàn)或許就已經(jīng)消亡了。

如果放任全球持續(xù)變暖，我們將會(huì)失去這整個(gè)生態(tài)系統(tǒng)，如果我們現(xiàn)在連珊瑚都救不了，那么以后受到威脅的是森林呢？是氧氣呢？或者是人類自己呢？

雖然人類是目前時(shí)代地球的霸主，但地球上的生物不止人類一種。

ps，我管不了別人，當(dāng)下我能做的就是減少碳排，購物不使用塑料袋，往少算，就算我一個(gè)禮拜買東西會(huì)用3塑料袋，一年不也是省下了156個(gè)塑料袋嗎？

下次潛水我不再糾結(jié)看什么種類的魚了，我要將我所見范圍的珊瑚力所能及的盡收眼底。還有一滴防曬霜能殺死一片珊瑚，再防水泡海里也會(huì)掉，真的怕曬傷就少泡一會(huì)好嗎？讓我們的孩子親眼去看看珊瑚的瑰麗吧，不然可能25年后珊瑚就真的滅絕了。

這些是印度尼西亞，巴厘島，圖藍(lán)本的珊瑚，再去的話他們可能就不是這個(gè)樣子了。

最近周末用零碎時(shí)間看完了《追逐珊瑚》這部紀(jì)錄片，怎么說呢，可以說是至今為止看過的最令我震撼的一部自然紀(jì)錄片?？赐旰笞畲蟮母杏|便是痛惜。 剛開始看時(shí)，確實(shí)是單純覺著珊瑚礁是一個(gè)多么美妙以及神奇的有機(jī)體的存在，直到越加往后看我才慢慢開始接觸并了解到珊瑚白化這個(gè)對(duì)于我來說的“新概念”-----實(shí)際上它早已在前幾年已發(fā)生，并且仍在不斷擴(kuò)大------使全球大部分珊瑚遭受侵襲至死亡。這部紀(jì)錄片是2017年拍制的，彼時(shí)北區(qū)大堡礁67％的珊瑚礁已消失-----等同失去華盛頓到緬因州之間大部分的樹木…. 我們平常總提全球變暖。第一次我意識(shí)到它有多嚴(yán)重，而不是只從課本上聽聞時(shí)是從一部關(guān)于北極熊的記錄片中看到的：由于冰面大面積的減少，北極熊媽媽和她的寶寶在一座山坡上吃浮標(biāo)上的塑料物-----這是多么令人感到心痛與殘酷。氣候變遷帶來的危害遠(yuǎn)不只是北極熊，不只是珊瑚白化。無疑是人類造成并在加速這一切。這地球上的一切都與我們息息相關(guān)，對(duì)現(xiàn)在資源和環(huán)境的無節(jié)制浪費(fèi)與污染無疑是對(duì)我們未來家園的透支。我們不應(yīng)該，也不能就任讓這些成為日后老舊的教科書的內(nèi)容啊。當(dāng)你去深入了解氣候變遷下那些亙古不變的美麗就正在我們所處的年代，就正在我們眼皮子底下加速消失，看到珊瑚產(chǎn)生化學(xué)遮光劑以保護(hù)自己免受高溫傷害呈現(xiàn)出美麗同時(shí)也昭示著死亡階段的景態(tài)時(shí)-----這一切一切的沉痛的聲明，我想你不會(huì)不感到痛惜…… 官網(wǎng)上對(duì)于我們能做的行動(dòng)指南，總結(jié)下來大概就是：支持清潔能源；減少購買動(dòng)物制品；減少一次性塑料；綠色出行；適用無氧苯酮的游泳潛水防曬劑。(這一行動(dòng)指南總結(jié)摘自評(píng)論區(qū)一豆油總結(jié))也許目前我們所做暫時(shí)的無法能達(dá)到紀(jì)律片中Zack及其團(tuán)隊(duì)所踐行的高度，但至少我們每個(gè)人都可以去努力去做一些力所能及的事情。勿以善小而不為，共勉……

佛羅里達(dá)的珊瑚已經(jīng)死了一半了，很難找到麋角珊瑚。主角從事廣告業(yè)十年，然后進(jìn)入海洋生物學(xué)，追逐一種五彩斑斕的海龍。蓋茨女士解釋，珊瑚就是由數(shù)千個(gè)珊瑚蟲組接在一起的生物。在薩摩亞的機(jī)場(chǎng)珊瑚礁，有大量白化了。既不是光害，也不是污染導(dǎo)致的，而是海溫度上升2℃就會(huì)這樣。白化以后就會(huì)變成毛茸茸的，那就開始死亡了。他找到冰川的消失的導(dǎo)演，說，如果記錄到珊瑚的死亡過程，就能讓大眾警醒，但是他們需要做一個(gè)帶有雨刷器的攝影機(jī)，做延時(shí)攝影。技術(shù)人員是個(gè)珊瑚迷，他說和水母一樣，珊瑚幾乎是永生的。1998年是第一次全球性的珊瑚白化，2010年就遭遇了第二次，現(xiàn)在只過了五年又一次。喬安娜博士說，早上和下午是珊瑚礁的交通時(shí)間，魚兒晚上就待在珊瑚礁里，然后會(huì)一起游出去進(jìn)食，所以那是繁忙的地方。當(dāng)太陽升起，它們和鳥兒一樣會(huì)有早晨合唱的聲音。你仔細(xì)聽，會(huì)聽到嗚嗚的聲音，會(huì)聽到不同動(dòng)物的呼嚕聲和哼哼的聲音，完全不是寂靜的世界，其實(shí)非常嘈雜。有非常奇怪的伙伴關(guān)系，熱帶海曼會(huì)跟石斑魚一起打獵，并分享食物。鸚哥魚專門吃珊瑚，然后拉出沙子，所以我們走過珊瑚基本上都是走過它的糞便。25%的生物都依賴珊瑚礁，有5到10億人都仰賴珊瑚礁，當(dāng)作主要食物來源。沒有這些蛋白質(zhì)，他們會(huì)缺乏營(yíng)養(yǎng)，他們的文化生活方式，都仰賴于健康的珊瑚礁。很多藥物來自于海洋，比如說前列腺素就來自于海扇，可以抗癌，苔蘚蟲素也是，來自珊瑚根莖。他們是最佳的防波堤，因?yàn)樗麄儠r(shí)刻都在自我生長(zhǎng)和重建。

第一次回收上來的攝影機(jī)，都失焦了，畫面不能用。飛機(jī)去大堡礁。很多芙蓉博士的科教片。溫室氣體導(dǎo)致地球散熱性差，而93%的熱量都去了海洋，否則地球溫度將達(dá)到50℃，人類沒辦法居住。他們決定在卡佩爾島等五六十個(gè)點(diǎn)，用手動(dòng)每天來進(jìn)行延時(shí)攝影，這是一個(gè)非常艱苦的工作。他們發(fā)現(xiàn)，珊瑚開始是釋出遮光劑來保護(hù)自己受到高溫傷害，產(chǎn)生出熒光。拜訪珊瑚大師芙蓉，老年的他已經(jīng)很淡定了。在國際會(huì)議上放出的最后的延時(shí)錄像，就是全片的頂峰。2006年，大堡礁的珊瑚就死了29%。召喚全世界的潛水員進(jìn)行記錄，結(jié)果真是慘不忍睹。最后非要來一個(gè)惡俗的樂觀主義。