Education for sustainable development from the position of the dialectical method of cognition

The article presents an analysis of the views of researchers on the concept of education for sustainable development. According to the author, the contradictions revealed by the dialectical method of cognition, the unconvincing theoretical and methodological foundations of the concept under study are explained by the positivist cognitive platform. The work is interdisciplinary in nature, written at the intersection of philosophy and pedagogy. The problem requires the close attention of specialists.