• How can we encourage reflection and curiosity, as well as the exercise of judgment, self-examination, and cosmopolitan thinking?

• How can we describe a teaching method that focuses on reflection, judgment, and morality?

In response to these questions, a recently published anthology article by Jan Christoph Heiser and Tanja Prieler outlines a didactic approach to tolerance - based on the concepts of tolerance developed by Forst and Otto/Wierlacher - and a moral pedagogical approach - Kant's "ethical didactics" - and interprets them in terms of culturally sustainable learning and teaching. ►see WU Research

On the anthology "Learning and Teaching Cultural Sustainability" (Sippl/Rauscher):

"The Anthropocene is a conceptual framework and term of reflection for transformative educational processes – because it calls for universities and schools to actively address the need for a future-oriented, sustainable redesign of the relationship between humans and nature. Creative cultural perspectives, practices, and products play a central role in this.

The present contributions focus on the question of the significance and possibilities of cultural sustainability as an educational concept for a social transformation whose goal is to protect and secure human and non-human living conditions in the Anthropocene.

This anthology offers innovative impulses for the transfer of theory into practice, based on questions about the theoretical foundations and didactic concepts, the design of teaching and learning processes, and the role of literature and art in education for cultural sustainability."

► Anthology on the website of Studienverlag Innsbruck