From scientific literacy to sustainability literacy: An ecological framework for education

Abstract

In this paper, we report some reflections on science and education, in rela- tion to teaching and research in the field of complex and controversial socio-environmental issues. Starting from an examination of the literature on the epistemological aspects of the science of controversial issues, and introducing the perspective of complexity, the article argues for a complexity of content, context, and method in understanding current prob- lems. Focusing on a model of learning which includes dialogical and reflective approaches, the final part of the article reports on aspect of the authors' experimental practice with role-play for dealing with complex issues. The review of the literature and our experi- ence of action - research introduce a view of education which promotes young people's awareness of multiple points of view, an ability to establish relationships between pro- cesses, scales, and contexts which may be nonlinearly related, and practice with creative and nonviolent forms of interrelations with others. Such an approach in science education is coherent with a scenario of planet sustainability based on ecological webs and equity principles. C