The ESD environment experimental

What?

Djapo defined a number of fields of action in which school teams and teachers can actively and purposefully engage in order to develop a powerful learning environment. We call this learning environment the ESD experimental environment. It is a learning environment that aims to give pupils opportunities to develop the disposition to make conscious choices in society. This chapter provides a framework within which an ESD experimental environment can take shape.

A school can create developmental opportunities by designing learning activities according to five principles. The principles are conceived as a tool and not as conditions for development. Nor are they intended as learning objectives. We will elaborate on this later in this chapter. The five principles are:

– learning from societal issues

– learning by doing

– learning through action-oriented thinking

– learning by interacting with other perspectives

– learning by making thinking visible

The three domains of purpose in education discussed earlier have great value here, because they can direct and shape the pedagogical and didactic decisions of the education professional.

For clarity, we repeat the three domains of purpose:

– Qualification: education stimulates pupils to build up knowledge and to become skilled in the targeted application of key thinking processes in addressing societal issues.

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Socialization: education socializes learners in the culture, traditions and practices in which we consciously value the development of ESD dispositions.

– Subjectification: education stimulates pupils to be able and willing to have freedom in making and acting upon their own choices, and thus to lead the life they want to lead, in a society that imposes environmental and societal limits on that freedom.

An ESD experimental environment is a school learning environment that aims to give pupils the opportunity to develop the disposition to make conscious choices in society.

POWERFUL LEARNING ENVIRONMENT

SOCIETAL ISSUES

LEARNING BY DOING

LEARNING THROUGH ACTION-ORIENTED THINKING

LEARNING BY INTERACTING

LEARNING BY MAKING THINKING VISIBLE