Von Stadt, Land, Fluss zur Nachhaltigkeitskunde

(Irr-)Wege der Ausgestaltung des Fachwissens in den Berliner Geographielehrplänen der letzten drei Jahrzehnte

Bibliographic Data

ID2645225
AuthorsPéter Bagoly-Simó (0000-0001-9224-9142, Humboldt-Universität zu Berlin, corresponding author)
Year2024
Volume79
Issue1
Pages73-84
Publication date2024-03-20
Open AccessYes
TypeARTICLE
VenueGeographica Helvetica (JOURNAL)
Journal identifiersISSN: 0016-7312 • E-ISSN: 2194-8798
PublisherCopernicus GmbH (PUBLISHER • DE)
DOI10.5194/gh-79-73-2024
OpenAlexW4393009727
LanguageDE
References cited16

Sustainable development is of equal concern to Geography as an academic discipline and Geography Education. Given Geography's explicit conceptual and thematic affinity to sustainable development, various professional organizations developed normative documents proclaiming Geography to the main carrier subject of Education for Sustainable Development (ESD). The aim of this paper is to explore what effects the special proximity of school Geography to the promotion of ESD has on the design of geographical specialist knowledge. Lower secondary Geography curricula (1992-2022) of the federal state of Berlin served as sample for content analysis. Viewed in light of work from the History of Education, Sociology of Education, and Subject Education, the results show a progressive loss of disciplinary identity accompanied by a concurrent shift in focus from factual judgments to value judgments

Art · Humanities · Educational Theory and Curriculum Studies · Geography Education and Pedagogy · Sociology and Education Studies

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