Dr. Bernhard Ohlmeier, University of Augsburg

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2 School and Community Interactions Opening Track School and Community as Spheres of Education for Sustainable Development Civic Education for Sustainable Development and Democratic School Development in Germany

3 Civic Education for Sustainable Development and Democratic School Development in Germany Introduction 1. Global Challenges of the 21st Century 2. Ethical Value Orientation 3. Sustainable Development 4. Education for Sustainable Development and its Implementation through Educational Policy 5. Civic Education for Sustainable Development 6. Democratic School Development in Germany

4 1. Global Challenges of the 21 st Century Global trends in 2010 associated with numerous dangers in following problem areas: World order and peace (Military security, political transformation in Arab states etc.) World society and development (International migration and development, urbanization as a world-wide challenge etc.) World economies and environment (Development of global temperatures, global energy supply, world financial crisis, world-wide decrease in biodiversity etc.)

5 Planning of a megacity in China for altogether 42 million inhabitants (Der Spiegel )

6 Instability of the Greenland ice Weakening of the North Atlantic Stream Monsoon transformation Collapse of the Amazon rain forest Instability of the West Antarctic ice Irreversible turning points in the earth system (Globale Trends 2010, 269)

7 2. Ethic value orientations Jakob von Uexküll (2008): We cannot exploit the limited world, without destroying the basis of our future. Considaration of a different understanding of nature anthropocentric approach biocentric approach holistic approach Demand for an ecological imperative Hans Jonas (1979): Ethic of global responsibility

8 Justice intergenerational intragenerational Political and civil initiatives Earth Charter Global Marshall Plan World Future Council Global Ethic Foundation Irmi Seidl / Angelika Zahrnt (2010) society without growth

9 3. Sustainable Development 3.1 The Concept of Sustainability Sustainability in forestry Extract only the amount of trees which can grow again Live on the yield, but not on the substance of the forest Hans Carl von Carlowitz Sustainability today in an extended perspective Sylvicultura Oeconomica 1713 Every generation has to solve its own problems without imposing these problems on the next generations The Limits of Growth (Donnella & Dennis Meadows / Club of Rome 1972) United Nations Conference On the Human Environment (Stockholm 1972) Georg Ludwig Hartig

10 3.2 The Concept of Sustainable Develpment Report of the United Nations World Commission on Environment and Development (WCED) 1987: Our Common Future ( Brundtland-Report ) Gro Harlem Brundtland 1. Sustainable development is development that meets the needs of the present without compromising the ability of future generations to meet their own needs. It contains within it two key concepts: the concept of needs, in particular the essential needs of the world's poor, to which overriding priority should be given; and the idea of limitations imposed by the state of technology and social organization on the environment's ability to meet present and future needs. (Report of the World Commission on Environment and Development, 46).

11 Report of the United Nations World Commission on Environment and Development (WCED) 1987: Our Common Future ( Brundtland-Report ) Gro Harlem Brundtland 15. In essence, sustainable development is a process of change in which the exploitation of resources, the direction of investments, the orientation of technological development and institutional change are all in harmony and enhance both current and future potential to meet human needs and aspirations. (Report of the World Commission on Environment and Development, 49).

12 Chapter 2 of the Report of the World Commission on Environment and Development

13 Economy Ecology Social issues Society ecological balance social justice Ecology Economy economic security ( equal prospects in life for present and future generations ( Dreieck_nachhaltigkeit.gif)

14 sustainable development (triple objectives) ecological balance social justice economic prosperity premises: democratic government far-reaching participation rights of the civil society conflict resolution by compromise Original target model of sustainable development (Brunold 2009, 314, following Weyers/Waldmann 1998)

15 3.3 Political Implementation of Sustainable Development Rio de Janerio 1992 United Nations Conference on Environment and Development (UNCED) Johannesburg 2002 World Summit on Sustainable Development (WSSD) Rio de Janerio 2012 United Nations Conference on Sustainable Development (UNCSD) New York 2000 Millenium-Summit / Millenium-Assembly

16 Millennium Declaration / Millennium Development Goals (MDGs) comprehensive goal: reducing worldwide poverty by 50% by the year 2015 four programmatic fields of action peace, security and disarmament development and fight against poverty protection of the common environment human rights, democracy and good governance European Union Treaty of Lisbon, article 3 Europe 2020 Germany Basic Law for the Federal Republic of Germany, article 20a National Sustainability Strategy Perspectives for Germany Progress Report of the Federal Government Federal Committee of State Secretaries for sustainable development

17 4. Education for Sustainable Development and its Implementation through Educational Policy United Nations Conference on Environment and Development (UNCED), Chapter 36 of the agenda 21: Reorientation of education on a sustainable development raising public consciousness changes of personal lifestyle and consumption patterns UN Decade of Education for Sustainable Development (2005 to 2014) UNESCO World Conference on Education for Sustainable Development Moving into the Second Half of the UN Decade (Bonn, 2009)

18 5. Civic Education for Sustainable Development Social, economic, ecological and political development go hand in hand The four target dimensions of the German development policy Social justice social compensation social basic services framework conditions for poverty reducing Economic performance trade and financial systems poverty reducing growth economic cooperation Ecological sustainability environmental and resource protection protection of biodiversity support of renewable energies Political stability gender equality human rights democracy peace The four target dimensions of sustainable development (KMK/BMZ 2007, 15)

19 The development dimensions - elements, aspects and operational levels World Transnational unities Society population development urban-rural relations mobilty communication Economy economic system informal structures financial markets technology/energies nation, state Region Community Politics international relations political system legal system representation of interests Family, small group individual Environment nature air/clima fauna, flora communication relations between humans and nature ind. fam. com. reg. nat. trans. world Elements, aspects and operational levels of the development dimensions (KMK/BMZ 2007, 17)

20 regulatory policy market forces Economy supply of goods and services, increase in revenue and prosperity Politics democracy, Good Governance, coherent development Balancing of interests, e.g. traffic planning conservation profit maximisation and growth social justice public welfare particular interests Society self-preservation, continuity in the midst of change, social security and integration economic growth resource conservation satisfaction of needs resource conservation Environment protection of ecosystems and natural foundations of life Target conflicts between the development dimensions (KMK/BMZ 2007, 21)

21 world transnational unities nation, state region community family, small group society economy politics horizontal coherence locality vertical coherence globality environment individual Horizontal and vertical coherence (KMK/BMZ 2007, 26)

22 Citizen who is able to intervene (Detjen) Democracy and learning about democracy (Himmelmann) way of life civil liberty, constitutional equality, social mutuality, social cooperation, civil responsibility social system pluralism, peaceful regulation of conflicts, solidarity, public, civil society system of government

23 Model of Political-Democratic Civil Competencies for a Civic Education for Sustainable Development (Brunold) Competencies to recognize and evaluate forms and conflicts of aims of political, economic, ecological and social value orientation and their interests, being able to act upon it, to develope skills of participation and intervention for own interests and interests related to the common welfare, being able to act upon it, to engage in the civil society and civic involvement in democracy, to percept global challenges from multiple perspectives, to perceive human and civil rights and being able to represent them actively, to understand and form the link between local experiences and their global context in the global society, to anticipate future risks and reflect the individual and globalalternatives of acting and taking the responsibility of it and to reflect the individual and cultural models which are providedby the media as well as to reflect consumption patterns and life styles as a political mature citizen

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27 Possible subjects as contents and tasks for a civic education for sustainable development: 1. Variety of values, cultures and living conditions 2. Globalisation of religious and ethical models 3. History of globalisation: From colonialism to the "Global Village" 4. Products from all over the world: production, trade and consumption 5. Agriculture and food 6. Health and illness 7. Education 8. Globalised spare time 9. Protection and use of natural resources and power generation 10. Chances and dangers of technological progress 11. Global environmental changes 12. Mobility, urban development and traffic 13. Globalisation of economy and work 14. Demographic structures and developments 15. Poverty and social security 16. Peace and conflicts 17. Migration and integration 18. Political governance, democracy and human rights (Good Governance) 19. Development cooperation and its institutions 20. Global Governance

28 Variety of values, cultures and living conditions Globalisation of religious and ethical models History of globalisation: From colonialism to the "Global Village" Products from all over the world: poduction, trade and consumption Agriculture and food Health and illness Education Globalised spare time Protection and use of natural resources and power generation Chances and dangers of technological progress Global environmental changes Mobility, urban development and traffic Globalisation of economy and work Demographic structures and developments Poverty and social security Peace and conflicts Migration and integration Political governance, democracy and human rights (Good Governance) Topics Development cooperation and its institutions Global Governance Competencies Searching for information and information processing 2. Recognizing sociocultural and natural variety 3. Analyzing globalization and development processes according to the principles of sustainable 4. Differentiating development social operation levels 5. Changing the perspective and empathy: reflecting own and foreign value orientations 6. Critical reflection in regard to the principles of sustainable development and human rights 7. Evaluating development measures 8. Solidarity and joint responsibility 9. Communication and conflict resolution 10. Capacity of acting within the global change 11. Participation: taking part actively in implementing the principles of the sustainable development Topics and competencies of a Civic Education for Sustainable Development (following KMK/BMZ 2007, 64)

29 CSCT Project Curriculum, Sustainable development, Competences and Teacher Training

30 6. Democratic School Development in Germany The Learning and Living of Democracy promotion of democratic action competence development of a democratic school culture subject areas :"lessons"/ teaching, learning in projects, school as a democracy and school in the democracy "school set : local network of six to eight schools main topics: democratic speech, learning responsibility intensive understanding of learning and competent responsible action taking over responsibility for oneself and others night of the youth mediation and participation in primary schools, in secondary schools as well as in vocational schools etc.

31 The Learning and Living of Democracy Political aspects of the democracy Supporting democracy competence at school and its environment My local community during recent dictatorships Cooperation of school and youth work as a basis of municipal cooperation projects within the scope of local alliances for education, cooperation of pupils representations with children's offices and officers, children's and youth parliaments Development and testing of participation opportunities for pupils in and outside schools Handling conflicts in school and society

32 Ecology Economy Social issues Participation Low-waste school Core indicator: volume of waste in kg per pupil and teacher Energy-saving and climate-friendly school Core indicator: energy consumption for heating and electricity in litre or kwh kg per pupil and teacher Careful use of resources in school Core indicator: water consumption in litre per pupil and teacher Environmentally compatible and socially acceptable mobility Core indicator: pupils and teachers who go to school by foot, by bike or by public transport Conservation of the ecosystems and the biodiversity on the school grounds Core indicator: ecologically valuable areas in percent of the school grounds Optimal workplaces in school Core indicator: amount of positive/negative assessments in regard of arranging classrooms, staff rooms Satisfying working conditions for teachers Core indicator: amount of teachers, who evaluate the spirit of collaboration at school positively or negatively Continuous investments in school Core indicator: yearly renovations regarding the building size Many environmentally compatible and fair-trade products Core indicator: amount of environmentally compatible and fair-trade products Improving the environmental protection at school Core indicator: savings by environmental protection measures per year Balanced school climate Core indicator: amount of pupils who feel well in school High cultural programme at school Core indicator: amount of pupils who participate at (inter-)cultural projects Improving nutrition at school Core indicator: amount of pupils who have their own homemade lunch High level of health at school Core indicator: amount of pupils who smoke on the school grounds every day Low potential for aggression and violence Core indicator: amount of pupils who are intimidated by other pupils or by teachers Sub-objectives and indicators of sustainable development at schools High rate of voluntary work at school Core indicator: amount of parents who actively support school issues in relation to the total number of parents Integration of foreign pupils and relations to schools abroad Core indicator: amount of pupils who participate at school exchanges per year High support by teachers Core indicator: amount of teachers in leading positions and with special tasks in relation to the total number of teachers Varied praxis of forms of teaching Core indicator: amount of open forms of teaching Participation of school in the sustainability process Core indicator: amount of explicit lessons regarding sustainability or the local agenda 21

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