About the need for a common and tentatively formal theory of ESD and self-critical reflections

Bibliographic Data

ID8857512
AuthorsHelge Kminek (0000-0002-1684-1037, Goethe University Frankfurt, corresponding author)
Year2023
Volume55
Issue13
Pages1526-1536
Publication date2023-04-18
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenueEducational Philosophy and Theory (JOURNAL)
Journal identifiersISSN: 0013-1857 • E-ISSN: 1469-5812
PublisherTaylor & Francis (PUBLISHER • GB)
DOI10.1080/00131857.2023.2200162
OpenAlexW4366251422
LanguageEN
Citations received2
References cited29

Through philosophical reasoning, this article will argue for two theses, which function as two sides of the same coin. The first thesis is that Education for Sustainable Development (ESD), as a science and in addition to numerous concrete individual studies, must work self-reflexively on a common and tentatively formal theory of ESD. The first substantive section of the article attempts to justify why ESD is a highly complex science that is anything but easy to work on. I will try to justify this second thesis by reflecting, even if only by example, on the question of why, how and with what objectives the addressees of ESD pedagogy are to be educated.Critical questions in respect of the scientific discourse on ESD will substantiate the second thesis. Simultaneously, I aim to argue that to work self-reflexivel y on a common and tentatively formal theory of ESD is necessary for the systematic and scientific development of the discipline, and that only self-critical and systematic ESD research can provide precise knowledge on how ESD, as a pedagogical practice, can unfold its potential for the designated and desired transformation

Engineering ethics · Epistemology · Function (biology · Sociology · Work (physics · Education and Critical Thinking Development · Engineering · Environmental Education and Sustainability · Philosophy · Sustainability in Higher Education

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