This work contributes to education for sustainability with innovative pedagogy and a new conceptual approach. It is based on a realistic assessment of our future in the Anthropocene, based on principles of human security and scientific models of remaining safe operating space. It critiques current approaches to education for sustainability and highlights solutions. A chapter on the ethics of sustainability education provides the conceptual basis for a taxonomy of learning outcomes and a section on how culturally diverse communities of learners can transform their guiding values in today’s classrooms.
Special attention is given to cultural learning, developing shared visions and diverse approaches, collective learning from transition events such as the 2020 pandemic, cultures learning from each other, and teacher education. The book integrates environmental ethics, zero growth and climate mitigation into a blueprint to educate successfully for a Great Transition to a truly sustainable future for a smaller, wiser humanity.
The Lost Mirror traces cultural patterns in which the interpretation of learning and education was developed against the backdrop of Hebrew thought.
The appreciation of learning is deeply rooted in the Hebrew way of thinking. Learning is understood as an open and history-conscious engagement of man with culture. The consciousness of history is shaped by the motif of the unavailability of the “other” and the difference to this “other”. This “other” is traditionally remembered as “God”, but may also be reflected in the motifs of the other person or the other society. The Lost Mirror reminds us of a deficit, which is that in our everyday thinking and everyday action, we usually hide, forget and partly suppress the meaning and presence of the unavailable other. The book approaches this thinking through portraits of people such as Janusz Korczak, Martin Buber, Hannah Arendt, Emmanuel Levinas, Jean-Francois Lyotard and others.