Learning for change: an educational contribution to sustainability science
Learning for change: an educational contribution to sustainability science
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DOI：
10.1007/s11625-012-0181-5
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发表时间：
2013-01-01
影响因子：
6
通讯作者：
Michelsen, Gerd
中科院分区：
文献类型：
--
作者：
Barth, Matthias;Michelsen, Gerd
向可持续发展的过渡是寻求提高社会能力的方法，以引导自然与社会之间的互动走向更可持续的未来，从而成为最广泛意义上的社会学习过程。因此，争论的不仅是学习，还有教育和教育科学，后者是关于探索学习和教育的先决条件和机会--无论是个人还是社会，在正式或非正式的环境中。分析教育科学如何应对可持续发展的挑战导致了两种互补的方法：由外而内的方法看到了可持续发展对教育实践的影响，以及在理论上和社会背景下审查学与教的关系的方式。在“由内而外”的方法中，概述了教育科学如何为可持续发展科学领域做出贡献。对教育和可持续发展文献的研究表明，虽然可持续发展在所有部门都以这样或那样的形式突出，但在可持续发展科学中涉及教育科学的贡献的工作却很少。然而，由于可持续发展是一个不仅影响教育实践的概念，而且还会引起学科的贡献，以促进可持续发展话语中的跨学科研究，因此问题仍然是，教育科学如何以及在多大程度上能够以“由内而外”的方法为可持续发展科学做出贡献。在这篇文章中，我们重建了教育促进可持续发展作为一个独特的教育科学领域的出现，并介绍和讨论了可持续发展研究的三个领域，并突出了教育科学可以对个人行为和行为变化、组织变革和社会学习以及最终对跨学科和跨学科合作的独特贡献。
Transition to sustainability is a search for ways to improve the social capacity to guide interactions between nature and society toward a more sustainable future and, thus, a process of social learning in its broadest sense. Accordingly, it is not only learning that is at issue but education and educational science, of which the latter is about exploring the preconditions of and opportunities for learning and education-whether individual or social, in formal or informal settings. Analyzing how educational science deals with the challenge of sustainability leads to two complementary approaches: the 'outside-in' approach sees the idea of sustainability influencing educational practice and the way the relationship of learning and teaching is reviewed, theoretically as well as within the social context. In an 'inside-out' approach, an overview is given of how educational science can contribute to the field of sustainability science. An examination of the literature on education and sustainability shows that, while sustainability features prominently in one form or another across all sectors, only little work can be found dealing with the contributions of educational science within sustainability science. However, as sustainability is a concept that not only influences educational practices but also invites disciplinary contributions to foster inter- and transdisciplinary research within the sustainability discourse, the question remains as to how and to what extent educational science in particular can contribute to sustainability science in terms of an 'inside-out' approach. In this paper, we reconstruct the emergence of education for sustainable development as a distinctive field of educational science and introduce and discuss three areas of sustainability research and throw into relief the unique contribution that educational science can make to individual action and behavior change, to organizational change and social learning, and, finally, to inter- and transdisciplinary collaboration.