Accéder directement au contenu Accéder directement à la navigation
Article dans une revue

Education in Sustainable Development: How Can Science Education Contribute to the Vulnerability Perception?

Abstract : Education for human development within the constraints of sustainability is problematic for schools. On one hand, it is a political idea that continues to evolve with successive compromises between social groups with differing or even conflicting interests. ESD is therefore inherently 'non-disciplinary' and cannot be the basis of a single school subject if we wish to keep the creativity that results from the dynamics at work. On the other hand, SD leads us to think collectively about solutions that ensure a future of our choosing that preserves the biological capacity of the planet and to reduce our vulnerability. The sciences thus have a key role: their ability to question the world and to model the consequences of collective and individual choices. But there is a risk of technocratic drift and SD leads us to think about society's values and aims. A new link is established between sciences and humanities with a democratic model in sight. This paper presents what is possible out of the prospective scenarios method within general and compulsory education by seeking, through an empirical approach, to determine its feasibility, its contributions, its limits, and to locate the place of science education in the elaboration of the perception of " vulnerability ". Both primary and secondary schools are concerned.
Type de document :
Article dans une revue
Liste complète des métadonnées

Littérature citée [25 références]  Voir  Masquer  Télécharger
Contributeur : jean-marc Lange Connectez-vous pour contacter le contributeur
Soumis le : dimanche 28 janvier 2018 - 15:14:12
Dernière modification le : vendredi 24 juin 2022 - 04:01:42
Archivage à long terme le : : dimanche 29 avril 2018 - 12:12:58


Fichiers produits par l'(les) auteur(s)



Jean-Marc Lange. Education in Sustainable Development: How Can Science Education Contribute to the Vulnerability Perception?. Research in Science Education, Springer Verlag, 2012, 42 (1), pp.109 - 127. ⟨10.1007/s11165-011-9259-9⟩. ⟨hal-01690493⟩



Consultations de la notice


Téléchargements de fichiers