The Risk and Potentiality of Engaging with Sustainability Problems in Education—A Pragmatist Teaching Approach

Abstract

This article engages in the discussion about education's role in relation to sustainability problems, a debate characterised by a tension between two legitimate concerns: a concern about the instrumentalisation of education, and a concern for the urgent need of widespread engagement and mobilisation for coping with the consequences of severe socio-ecological problems. The authors argue for an approach that takes both concerns seriously. Drawing on transactional didactic theory-underpinned by a pragmatist perspective on the interplay of continuity and change through the phases of habit, crisis and creativity-they illustrate that engagement with real-world societal problems does not inevitably result in the instrumentalisation of education. It can, on the contrary, open up a space for newness, creativity, freedom and pluralism. Yet, realising this unique educative potential does not happen automatically. It requires specific didactical work, specific forms of teaching. Through a practical example, the authors illustrate how teachers can stage problematic situations and inquiries in such a way that sustainability problems are brought to the table, turned into a common matter of concern and made free by giving the students possibilities to renew the world. Thus, they turn the question whether or not to engage with real-world problems into the question how to do so.

Development of Sustainable Thinking by Information Literacy

“…Students' education for a sustainable environment is generally achieved directly by (i) specialized courses; (ii) specific tasks like solving an air pollution problem [9] or preparing an integrated sustainability report for a large corporation [10]; (iii) research, because the teacher's role is to bring things to the table for study and practice so that the students can give their own meaning to it [11] and because, by research, students develop competence for sustainable development [7,24]; or (iv) specialized information contained in libraries (printed information or databases) because libraries are the hub of campus life and can take the lead in sustainability issues [8], and students have recognized the institution's library as an important facilitator of information sources on issues connected with the protection of the environment and sustainability [22].…”

“…Another approach that does not exclude the importance of curriculum is the one identifying new means of teaching, such as "photovoice methodology" [1]; performing specific activities in the form of task or practice [9,10]; creating a problem [11] or reflection [12]; or even approaching sustainability as a moral issue [13].…”

Bærekraftig utvikling i naturfaglige og samfunnsfaglige skriveoppgaver fra grunnskolen

“…av nåtidens behov og en overdreven positiv innstilling til økonomisk vekst og teknologi (Aygeman, 2016;. Den har likevel hatt stor innflytelse på en rekke samfunnsområder, blant annet utdanning og skole (Barth et al, 2015;Poeck et al, 2019;Poeck & Östman, 2020;Stevenson et al, 2013a). Som didaktisk orientert forskningsfelt er målet med utdanning for baerekraftig utvikling å utruste elever til å leve gode baerekraftige liv og bidra til baerekraftige livsvilkår for både de som lever i dag og framtidens mennesker og andre levende vesener (Sinnes, 2015, s. 13).…”

“Student-led Education for a better world?” Reflections in conversation

“…CEMUS education experienced by the REDU students, then, can be seen as being participatory and socio-constructivist, i.e., learning as a co-constructed endeavour that happens within a social context (Jickling & Wals 2008). Following Jickling and Wals' discussion, this is opposed to transmissive and authoritative approaches (i.e., "banking" style) of sustainable development in education, which at the extreme, there is the risk of education and the student becoming solely an instrument to realize the globalized sustainable development agenda or discourse, with no critical exploration of notions of sustainable development (see also Van Poeck & Östman, 2020). Counter to the one-directional knowledge of large lectures in some other CEMUS courses, the dialogue-based small class and use of arts in REDU invited what Kumashiro (2000) calls "uncertainty," to venture beyond what is known and planned by the students, teachers, and CCs.…”