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<p>The aim of this article is to carve out theoretical fields of tension of education for sustainable development (ESD) from the perspective of theories of (primary) schooling. The starting point for this are three gaps in the discourse on ESD. First, there are hardly any primary school specifics in the general ESD discourse. Second, previous demands for the implementation of ESD in primary schools have mainly been based on educational policy and norms. Analysis from the perspective of theories of (primary) schooling are currently lacking. The third starting point is that most of the didactical elaborations to date are predominantly located in social and basic sciences and, therefore, do not meet the requirements of ESD as an interdisciplinary, cross-cutting task. These desiderata are taken up in this article in order to identify central key theses of theories of schooling that provide a&#xa0;genuine foundation for ESD in primary schools, with the aim of arguing in favour of the importance and specificity of ESD in primary school education. Some of the aspects are already being discussed in the ESD discourse, but some of them are also identified as gaps that need to be reflected on in ESD in the future. The school-theoretical aspects are used as a&#xa0;basis for reflection in order to outline the educational understandings of the three current ESD concepts (instrumental ESD, emancipatory ESD, transformative ESD).</p>

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Grundlegend nachhaltig – Grundschultheoretische Spannungsmomente einer Bildung für Nachhaltige Entwicklung

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年11月28日

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  • Sarah Désirée Lange,
  • Lydia Kater-Wettstädt,
  • Richard Lischka-Schmidt

摘要

The aim of this article is to carve out theoretical fields of tension of education for sustainable development (ESD) from the perspective of theories of (primary) schooling. The starting point for this are three gaps in the discourse on ESD. First, there are hardly any primary school specifics in the general ESD discourse. Second, previous demands for the implementation of ESD in primary schools have mainly been based on educational policy and norms. Analysis from the perspective of theories of (primary) schooling are currently lacking. The third starting point is that most of the didactical elaborations to date are predominantly located in social and basic sciences and, therefore, do not meet the requirements of ESD as an interdisciplinary, cross-cutting task. These desiderata are taken up in this article in order to identify central key theses of theories of schooling that provide a genuine foundation for ESD in primary schools, with the aim of arguing in favour of the importance and specificity of ESD in primary school education. Some of the aspects are already being discussed in the ESD discourse, but some of them are also identified as gaps that need to be reflected on in ESD in the future. The school-theoretical aspects are used as a basis for reflection in order to outline the educational understandings of the three current ESD concepts (instrumental ESD, emancipatory ESD, transformative ESD).