To Bridge Sustainability Research, Primary Education, and Creativity

Stéphanie Loooser

doi:10.20900/jsr20200035

Abstract

The aim of this research paper is to gain insight into pupils’ conceptualization of their future within the wider theoretical framework of Transition Pathways and Management (TPM). Background: It stands in a row of papers about “Visioning Futures” and related potential measures to be taken regarding today’s design of (continuing) education. For the first time in futurology, the group of interest was at ages between seven and nine. The reason why, could be traced back to the United Nations (UN) Sustainable Development Goal (SDG) regarding intergenerational equity and related issues, e.g., governance deficits as well as implementation challenges. Methods: 73 Swiss pupils at ages between seven and nine were asked to draw a picture about their future visions, fraught with problems, as may be the case. Secondly, this paper applied—as a quite rare but creative research methodology—“Storytelling” (ST). Results: This led to 73 recorded explanations, or to be precise, stories, about the content, aim, meaning, etc., of the drawings and how they relate to potential transitions as well as corresponding implications for the private and public sector. Above all, this research inspired pupils’ confidence of conveyed interest in their awareness and future visions. Conclusions: This research shows links between sustainability related research, education, ST as SDG implementation facilitator by fostering entrepreneurial skills, decision making in early ages—for the benefit of next generations, thus, the survival of human mankind. 1.the identification of best practice educational trends; 2.sustainability, social, economic and ecologic responsibility; 3.creativity as potential key success factor; awareness of ethical issues in research and education, etc.

Highlights

There exist a classical information asymmetry and—to some extent—a problem of agency emerging as a democratic paradox
The aim of this research paper is to gain insight into pupils’ conceptualization of their future within the wider theoretical framework of Transition Pathways and Management (TPM). It stands in a row of papers about “Visioning Futures” and related potential measures to be taken regarding today’s design of education
This paper applied—as a quite rare but creative research methodology—“Storytelling” (ST). This led to 73 recorded explanations, or to be precise, stories, about the content, aim, meaning, etc., of the drawings and how they relate to potential transitions as well as corresponding implications for the private and public sector

Summary

Introduction

There exist a classical information asymmetry and—to some extent—a problem of agency emerging as a democratic paradox. Not involving young people (i.e., intergenerational inequity) in the management of Transition Pathways (TP) agendas represents a governance deficit, as well as an implementation challenge, as shown for instance by a series of research about Children’ Visioning Future Storytelling [1,2,3] To avoid the former (i.e., governance deficit) as well as the latter (implementation challenge) the United Nations (UN) issued declared Sustainable Development Goals (SDGs) signed, among many other countries, by Switzerland [4]. The literature review gives the impression that previous research’s target groups were not primarily young people, they might be only a side aspect or sometimes even excluded from decisions about the shape and content of their future and the related tasks This is contrary to many European Small and Medium-sized Enterprises (SMEs) with a long history of including the youth by the apprenticeship set-up fostering honor, morale [1,5], and participatory business decision-making [6]. The reason why, could be traced back to the United Nations (UN) Sustainable Development Goal (SDG) regarding intergenerational equity and related issues, e.g., governance deficits as well as implementation challenges

Objectives

Methods

Results

Discussion

Conclusion