Abstract
ABSTRACTIn this article, we provide guidance for the implementation of education for sustainable development (ESD) in schools. We combine Bhaskar's Transformational Model of Social Activity (TMSA), and his approaches to inference, retroduction and retrodiction; and apply these to ESD. Consequently, we arrive at an approach to ESD that we term the Transformational Model of ESD (TMESD). We argue that TMESD is preferable to other contemporary conceptions of ESD because it is inherently tensed, that is, it has a time-based conception of sustainable development (SD). It therefore insists on a version of SD that refers to our present actions, is aligned with the wellbeing of present and future generations, and is based on our understanding of, and learning from, past activities. We consider one case of ESD practice in a Japanese school and conclude that, whilst it has some sense of tense, this is not well-developed regarding retroductive and retrodictive moments.
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