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Climate Change Education for Sustainable Development in Urban Educational Landscapes and Learning Cities. Experiences Perspectives from Osnabrück

  • Gerhard BeckerEmail author
Chapter
Part of the World Sustainability Series book series (WSUSE)

Abstract

There is now a widespread consensus that global climate change can only be contained and managed through a quick, fundamental and worldwide societal transformation involving politics and all societal forces. The great importance of the local level of action and climate change education (CCE) as well as other education on climate change mitigation and adaptation is becoming increasingly recognized. However, the practical implementation still requires much development—at least in Germany. Even having many good community-based, individual measures and projects regarding climate education is apparently not sufficient. It is also necessary to systematically develop and network the diverse activities of CCE in all educational areas to provide citizens with an opportunity for lifelong learning as well as link the climate-related activities and political measures. For the strategy of establishing connections between key actors that is the central focus of this article, the term Bildungslandschaften (educational landscapes) will be further developed. This term is becoming increasingly prevalent in Germany and is related to the international concept of learning cities (Sect. 4). As a basis for this perspective, Sect. 1 provides a geopolitical overview of the role of the local level and education, from the UN Conference on Environment and Development in Rio de Janeiro (1992) to the Sustainable Development Goals (SDGs) and the Paris Agreement on climate change (2015). Finally, the respective situation in Germany will be critically examined. In Sect. 2, the author presents his six-dimensional model of sustainable development as a theoretical foundation, with education as an independent dimension. In Sect. 3, he applies the model to the thematic area of climate change education for sustainable development (CCESD). Section 5 deals with the example of the city Osnabrück: The author reconstructs the complex 30-year previous history of climate education and an educational landscape for sustainable development in Osnabrück and discusses successes and problems.

Keywords

Education for sustainable development Urban sustainability Educational landscape Local agenda 21 Sustainable learning cities Sustainable city Sustainability Climate change Climate protection Climate change education 

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Copyright information

© Springer International Publishing AG 2018

Authors and Affiliations

  1. 1.UmweltBildung für nachhaltige Entwicklung Osnabrück (UBINOS)C/O Universität OsnabrückOsnabrückGermany

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