Abstract
This article aims to propose theoretical milestones allowing to think and overcome the tensions and the contradictions that may exist between the will for emancipatory education and a commitment or engagement purpose. These tensions will be reviewed within a framework of pragmatic thought. After clarifying the principles and characteristics of an acceptable education for sustainable development curriculum, we examine the elements of an anthropological, teaching and learning model for such an education. These elements lead to propose a general scheme to make operational such a commitment or engagement purpose that is dedicated to an environmentally responsible citizenship within a school institution. Indicators will allow the development of a synthetic index able to account for educational dynamics at work in sustainable human development projects conducted at the level of schools and territories.