The Pedagogy of Transition: Educating for the Future We Want
The times call for pedagogies that cultivate integrated knowledge and global citizenship, yet we continue to educate for a world we don’t want. In the long term, we need educational systems aligned with new imperatives, while in the near term offering innovate curricula and teaching within existing systems. The forward-looking educators on this Forum’s panels—Frameworks and Practices—probe each of these fronts.
In light of the recent the UNESCO World Conference on Education for Sustainable Development, many educators are asking a key question: are we educating for the world we want?
Despite many valuable on-the-ground initiatives, the answer is a clear “no” in the wide-ranging forum The Pedagogy of Transition: Educating for the Future We Want, published by the Great Transition Initiative (GTI).
Following an opening paper by Stephen Sterling, Emeritus Professor at the University of Plymouth, twenty-eight panellists - including David Orr, Arjen Wals, Vandana Singh, Guy Dauncey, Rajesh Tandon, Isabel Rimanoczy, Iveta Silova and Richard Falk - critique the dominant education models in practice today and reflect on what a “pedagogy of transition” aligned with the long transition to a just, ecological, and fulfilling civilization would look like—and what it already looks like in the classroom/lecture hall and beyond.
The forum contributes to growing international debate on the purposes and role of education by offering a powerful and challenging critique of conventional assumptions about education and learning. More importantly, it posits inspiring alternative visions and practicable steps to transformative change that point the way forward.