Praktische Theologie angesichts der ökologischen Krise

2021 ◽  
Vol 25 (2) ◽  
pp. 299-322
Author(s):  
Christian Höger
Keyword(s):  
Sustainable Development ◽  
Religious Education ◽  
Empirical Studies ◽  
Roman Catholic ◽  
Education For Sustainable Development ◽  
Ecological Crisis ◽  
Planetary Boundaries ◽  
Ecological Awareness ◽  
Practical Theological

Abstract This article clarifies essential concepts and describes what the actual ecological crisis is about, based on the model of planetary boundaries from Stockholm University. Thereupon it is explained to what an extent the perception of this crisis has increased in statements by the Roman Catholic and Lutheran Churches. How the ecological crisis is mirrored in substantial practical theological publications is demonstrated in an overview on the basis of three pertinent monographs on religious education. Then the focus lies on the resulting task of Education for Sustainable Development and on the question of its potential religious contours. Furthermore, relevant empirical studies on ecological awareness and education are presented.

Sustainable Development is a Dead-End: The Logic of Modernity and Ecological Crisis

2020 ◽  
Author(s):  
Simon Lumsden
Keyword(s):  
Sustainable Development ◽  
Ecological Crisis ◽  
Self Determination ◽  
Ecological Sustainability ◽  
Planetary Boundaries ◽  
Western Modernity ◽  
Conceptual Frame ◽  
The Core ◽  
Dead End ◽  
Core Idea

This paper examines the theory of sustainable development presented by Jeffrey Sachs in The Age of Sustainable Development. While Sustainable Development ostensibly seeks to harmonise the conflict between ecological sustainability and human development, the paper argues this is impossible because of the conceptual frame it employs. Rather than allowing for a re-conceptualisation of the human–nature relation, Sustainable Development is simply the latest and possibly last attempt to advance the core idea of western modernity — the notion of self-determination. Drawing upon Hegel’s account of historical development it is argued that Sustainable Development and the notion of planetary boundaries cannot break out of a dualism of nature and self-determining agents.

scholarly journals Mapping the Landscape and Structure of Research on Education for Sustainable Development: A Bibliometric Review

2020 ◽  
Vol 12 (5) ◽  
pp. 1947 ◽  
Author(s):  
Philip Hallinger ◽  
Vien-Thong Nguyen
Keyword(s):  
Sustainable Development ◽  
Knowledge Base ◽  
English Language ◽  
Current Knowledge ◽  
Empirical Studies ◽  
Education For Sustainable Development ◽  
Intellectual Structure ◽  
Geographic Diversification ◽  
The Past ◽  
K 12

This systematic review of research used science mapping as a means of analyzing the knowledge base on education for sustainable development (ESD) in K-12 schooling. The review documented the size, growth trajectory and geographic distribution of this literature, identified high impact scholars and documents, and visualized the “intellectual structure” of the field. The database examined in this review consisted of 1842 English language, Scopus-indexed documents published between 1990 and 2018. The review found that the knowledge base on ESD has grown dramatically over the past 30 years, with a rapidly accelerating rate of publication in the past decade. Although the field has been dominated by scholarship from Anglo-American_European nations, there is evidence of increasing geographic diversification of the ESD knowledge base over the past 15 years. Citation analyses identified authors who have had a significant influence on the development of this literature. Author co-citation analysis revealed three “schools of thought” that comprise the “intellectual structure” of this knowledge base: Education for Sustainable Development, Developing a Sustainability Mindset, Teaching and Learning for Sustainability. Document content analyses led to the conclusion that the current knowledge base is heavily weighted towards critical, descriptive and prescriptive papers, with an insufficient body of analytical empirical studies. Several recommendations are offered for strengthening this literature.

scholarly journals Känslor, värden och utbildning för en hållbar framtid: Att främja en kritisk känslokompetens i klimatundervisning

2019 ◽  
Vol 13 (2) ◽  
pp. 1 ◽  
Author(s):  
Maria Ojala
Keyword(s):  
Climate Change ◽  
Sustainable Development ◽  
Emotion Regulation ◽  
Role Models ◽  
Empirical Studies ◽  
Emotional Awareness ◽  
Education For Sustainable Development ◽  
Vital Role ◽  
Emotion Regulation Strategies ◽  
Regulation Strategies

SammanfattningKlimatförändringarna är ett av de mest allvarliga hållbarhetsproblem som mänskligheten står inför och är en viktig del av utbildning för hållbar utveckling. Genom dess existentiella, politiska och moraliska/etiska karaktär är klimatfrågan värdeladdad och även förknippad med en mängd känslor. Många människor oroar sig över klimatförändringarna och studier har visat att känslor ofta uppväcks i klassrummet då man undervisar om detta problem och andra hållbarhetsutmaningar. Syftet med denna artikel är att genom en genomgång av teorier och tidigare empiriska studier visa på att inte bara känslor utan också känslohanteringsstrategier är en viktig del av klimatundervisningen och att lärare spelar en viktig roll för om dessa strategier kommer att främja eller hindra läroprocesser inom detta område. Lärare har betydelse både genom att vara förebilder och genom hur de bemöter ungas känslor i klassrummet. I artikeln argumenteras för vikten av att inkludera främjandet av en ”kritisk känslokompetens” dels i lärarutbildningen och dels i utbildning för hållbar utveckling i skolan. Avslutningsvis ges några konkreta exempel på hur detta kan genomföras.Nyckelord: utbildning för hållbar utveckling, klimatförändringar, känslor, känslohanteringsstrategier, meningsfokuserad coping, lärandeEmotions, values and education for a sustainable future:Promoting critical emotional awareness in climate educationAbstractClimate change is one of the most serious sustainability problems facing humanity today. It is also an important part of education for sustainable development. Through its existential, political and moral/ethical nature, the climate issue is value laden and also associated with a multitude of feelings. Many people worry about climate change, and studies have shown that emotions are often evoked in the classroom when teaching about this problem and other sustainability challenges. The purpose of this article is to show, through a review of theories and previous empirical studies, that not only emotions but also emotion regulation strategies are an important part of climate change education and that teachers play a vital role in whether these strategies will promote or hinder learning processes. Teachers are important both by being role models and by how they respond to the feelings of young people in the classroom. The article argues for the importance of including and promoting "critical emotional awareness" in teacher education and in teaching about education for sustainable development in schools. In the end of the article some concrete examples of how this can be done are presented.Keywords: education for sustainable development, climate change, emotions, emotion regulation strategies, meaning-focused coping, learning

scholarly journals EDUCATION FOR SUSTAINABLE DEVELOPMENT AND ECOLOGICAL SECURITY – NEW PERSPECTIVES IN SECURITY CULTURE

2021 ◽  
pp. 97-113
Author(s):  
JASMINA GAČIĆ ◽  
JELENA ĆESAREVIĆ
Keyword(s):  
Sustainable Development ◽  
Education For Sustainable Development ◽  
Teaching Staff ◽  
Ecological Security ◽  
Development Education ◽  
Security Culture ◽  
Individual Level ◽  
Ecological Awareness ◽  
Security Issues ◽  
Just Society

The notion of ecological education and education for sustainable development appeared as a result of the development and popularization of the sustainable development concept, further encouraged by numerous documents, strategies, and declarations adopted by organizations of international and national importance. In its development, education for sustainable development went through various influences and transformations. From striving for self-knowledge, changing attitudes, and developing ecological awareness, education that goes beyond courses, to education that supports changes in knowledge, skills, values, and attitudes to create a more sustainable and just society for all. Education for sustainable development and ecological security implies the integration of appropriate knowledge and skills in curricula at all levels of education, but at the same time, it also implies stronger cooperation between scientists and educators, better integration of science and technology in educational programs, and increase in the competence of teaching staff. In the development of the subject Security Culture, the issues of sustainable development and ecological security must be included along with numerous security issues from the individual level to the state security issues, but this must be done in a way that includes the conception of common values, personal and collective integrity, a sense of social responsibility, freedom of choice, as well as new attitudes and behaviors.

scholarly journals Promoting Sustainable Life through Education for Sustainable Development (ESD) and Religious Education

2020 ◽  
Vol 1 (1) ◽  
pp. 35 ◽  
Author(s):  
Sari Okta Fiana ◽  
Fahrurrazi Fahrurrazi
Keyword(s):  
Sustainable Development ◽  
Religious Education ◽  
National Curriculum ◽  
Environmental Issues ◽  
Education For Sustainable Development ◽  
Junior High Schools ◽  
Education Curriculum ◽  
The Core ◽  
Good People ◽  
Depth Interview

This paper aims to scrutinize how Indonesian religious education, particularly the 2013 curriculum of junior high schools (7-9-year-old), has addressed environmental issues in its concepts or practices. In the Indonesian context, Education for Sustainable Development (ESD) has been implemented since 2009, and it ideally should be integrative in the curriculum. Religious education as the core of the national curriculum has pivotal roles in guiding students on how to be good people. In line with the ESD vision in preserving this Earth, a religious education curriculum has visions similar to the ESD. Therefore, this research reviewed the religious education curriculum literature and conducted an in-depth interview with five religious education teachers. Its results conveyed that the ESD values have existed within the religious education curriculum. However, practically it is less effective because the curriculum tends to focus on cognitive goals. In addition, more training is necessary to increase teachers’ capacity.

scholarly journals Ungdomars erfarenheter som resurs för hållbar utveckling. Om utbildning för hållbar utveckling och religionskunskapsämnet i gymnasieskolan

Prismet ◽  
1970 ◽  
pp. 51-68
Author(s):  
Ulrika Svalfors
Keyword(s):  
Sustainable Development ◽  
Secondary School ◽  
Religious Education ◽  
World View ◽  
Education For Sustainable Development ◽  
Upper Secondary School ◽  
Development Education ◽  
Upper Secondary ◽  
Upper Secondary Schools ◽  
Sustainable Development Education

Denna artikel diskuterar hur ungdomars egna erfarenheter kan användas som en resurs i undervisning för hållbar utveckling inom religionskunskapen. Diskussionen sker mot bakgrund av en intervjustudie bland sistaårselever på fyra gymnasieskolor i Sverige. I dessa intervjuer framkommer det att ungdomar har gedigna erfarenheter av såväl engagemang som makt och uthållighet som är så pass integrerade med ungdomars uppfattningar om sig själva att de kan betraktas som delar av deras livsåskådning. Dessa erfarenheter kan därmed utgöra en resurs i undervisning om hållbar utveckling, vilket blir tydligt i religionskunskapen. Hållbar utveckling är ett tema som kan bidra till att stärka elevernas hermeneutiska förmåga och till mångfald – centralt för religionskunskapen och nödvändigt för en hållbar utveckling.Nyckelord: ungdomar, livsåskådning, religionskunskap, hermeneutisk förmåga, engagemang, makt, uthållighet, utbildning för hållbar utveckling, gymnasieskolan, SverigeThis article discusses how young people's own experiences can be used as a resource for sustainable development education within religious education. The discussion takes place in the light of an interview study among last year's students at four upper secondary schools in Sweden. In these interviews, it appears that young people have a solid experience of commitment as well as power and stamina that are so integrated with their perceptions of themselves that they can be regarded as part of their world view. Hence, these experiences become a resource for education for sustainable development, which become clear in religious education. Sustainable development is a theme that reinforces the students’ hermeneutical competence and contributes to diversity – central for religious education and necessary for sustainable development.Keywords: youth, world view, religious education, hermeneutical competence, commitment, power, stamina, education for sustainable development, upper secondary school, Sweden

scholarly journals Why Education for Sustainable Development Needs Early Childhood Education: The Case of Norway

2013 ◽  
Vol 15 (1) ◽  
pp. 107-120 ◽  
Author(s):  
Kristin Gregers Eriksen
Keyword(s):  
Sustainable Development ◽  
Early Childhood ◽  
Early Childhood Education ◽  
Moral Agency ◽  
Life Quality ◽  
Education For Sustainable Development ◽  
Ecological Crisis ◽  
Successful Implementation ◽  
Modern Culture ◽  
Childhood Education

Abstract With this article, the author intends to outline a legitimising basis for implementing education for sustainable development (ESD) in early childhood education, in juridical, pedagogical and political terms. Starting from our current ecological crisis, the ontological assumptions of modern culture are considered obstructive to possibilities for mitigation. The author affirms a need for constructing new conceptual frameworks in the field of ESD suitable also for the youngest children. The very logic of the reigning notion of knowledge requires revision in order to secure successful implementation as well as fostering citizens with the moral agency required to meet calamity. Ontological insights from deep ecology are suggested integrated with the more practical epistemological concept of ecological habitus. Possible gains are not exclusively related to sustainability, but also include positive impacts on the life quality of young children as such.

scholarly journals The Development of Extended Reality in Education: Inspiration from the Research Literature

2021 ◽  
Vol 13 (24) ◽  
pp. 13776
Author(s):  
Xingrong Guo ◽  
Yiming Guo ◽  
Yunqin Liu
Keyword(s):  
Sustainable Development ◽  
Bibliometric Analysis ◽  
Mixed Reality ◽  
Empirical Studies ◽  
Knowledge Structure ◽  
Education For Sustainable Development ◽  
Research Literature ◽  
Research Trends ◽  
Emerging Trends ◽  
Prolific Authors

Education is an important driving force for sustainable social development. Emerging technologies such as extended reality (XR), including augmented reality (AR), virtual reality (VR) and mixed reality (MR), have been widely used. Recently, a large number of theoretical and empirical studies on the use of XR in the field of education for sustainable development have emerged. This paper uses bibliometric analysis to analyze the publication and citation trends of articles, prolific authors, institutions and countries, influential works, current topics, emerging trends, and knowledge structure to explore the overall productivity and XR research trends in the field of education for the period 1991–2021. Future development directions are also considered. On the basis of bibliometric analysis, this paper puts forward suggestions for the application of XR in the field of education for sustainable development.

scholarly journals The Impact of Education for Sustainable Development on Romanian Economics and Business Students’ Behavior

2020 ◽  
Vol 12 (19) ◽  
pp. 8169
Author(s):  
Liana Badea ◽  
George Laurențiu Șerban-Oprescu ◽  
Silvia Dedu ◽  
Grigore Ioan Piroșcă
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
Business Students ◽  
Empirical Studies ◽  
Education For Sustainable Development ◽  
Teaching Staff ◽  
Sustainable Behavior ◽  
Campus Initiatives ◽  
The Impact ◽  
Staff Involvement

Education for sustainable development (ESD) has presented long-lasting interest for researchers and policy makers. Despite a significant body of research, more in depth empirical studies are required for a better understanding of how sustainable development goals are applied in higher education and how sustainable behavior could be shaped via ESD. The need for this kind of research arises from, first, the scarceness of existing studies that explore economic and business higher education, and, second, the necessity to properly assess the connection between ESD principles and students’ behavior. Following this rationale, the present paper aims to provide an overview of how students’ sustainable behaviors are shaped via their perception of sustainable campus initiatives, teaching staff involvement and curricula. Statistical and econometric analysis applied on data collected via a survey on students from Bucharest University of Economic Studies (N = 1253) provides findings on the extent to which the awareness of sustainable development-specific issues acquired through education leads to sustainable behavior among students. According to the results, we argue that an increasing share of sustainable development topics combined with teaching staff involvement to raise awareness of sustainability issues are crucial to students’ sustainable behavior. However, on-campus actions are unlikely to change behavior unless they are optional rather than compulsory. Our findings ratify that, since education is one of the main drivers of sustainable development, there is an urgent need for coherence in shaping higher education according to sustainability issues.

scholarly journals Developing Students’ Action Competence for a Sustainable Future: A Review of Educational Research

2020 ◽  
Vol 12 (4) ◽  
pp. 1374 ◽  
Author(s):  
Shih-Yeh Chen ◽  
Shiang-Yao Liu
Keyword(s):  
Sustainable Development ◽  
Environmental Education ◽  
Sharp Increase ◽  
Empirical Studies ◽  
Learning Outcome ◽  
Education For Sustainable Development ◽  
Transformative Pedagogy ◽  
Critical Thought ◽  
Responsible Action ◽  
Action Competence

The goal of education for sustainable development is to develop future citizens who can make informed decision and take responsible action to solve the problem. The concept of action competence proposed by Jensen and Schnack in 1997, which emerges as a critical thought from traditional environmental education, gradually attracts the attention with the maturing on the idea of sustainability. This research aims to systematically analyse the peer-reviewed studies published between 1997 and 2017 that embraced the concept of action competence as the instructional approach. After coding 170 articles from two quality databases, some patterns emerge from the year of publication in the resulting 34 empirical studies. Findings on the research design, pathway of intervention, instructional setting, and learning outcome increase our understanding of action competence applied in the authentic context. There is a sharp increase on the inter-disciplinary topic of sustainable development. It reflects the influence of the intergovernmental agreement and the resilience of action competence from environmental education to education for sustainable development. Reviewed studies indicate that action-oriented and transformative pedagogy cultivate students to be active participants, empower their capability of deliberating the causes and effects, and construct their visions for finding strategies toward the problems.

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