Onderwijs in het post-truth tijdperk: Reflecties over de rol van leren in duurzaamheid en democratie

Translated title of the contribution: Education in the post-truth era: Reflections on the role of learning in sustainability and democracy

Research output: Contribution to journalArticleAcademicpeer-review

Abstract

This paper revisits the field of (Higher) Education for Sustainable Development in a post-truth era. It reflects on the current debate regarding the role of education in sustainability from a Deweyan perspective. This approach leads towards a renewed interpretation of individual sustainability competences in societal context influenced by post-truth characteristics and super wicked problems. The Deweyan perspective with focus on personal flourishing and the role of education in democracy, provides guiding principles to frame individual sustainability competences in the current post-truth context, thereby highlighting the importance of critical inquiry. The paper recommends to revisit the connection between education and sustainability from a personal and societal perspective, thereby taking into account the current context of higher education, influenced by neoliberalism, economic efficiency and managerialism.
Original languageDutch
Pages (from-to)545-565
Number of pages21
JournalAlgemeen Nederlands Tijdschrift voor Wijsbegeerte
Volume111
Issue number4
DOIs
Publication statusPublished - 1 Nov 2019

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sustainability
democracy
learning
education
economic efficiency
neoliberalism
sustainable development
interpretation

Keywords

  • Dewey
  • Education
  • Post-truth
  • Sustainability

Cite this

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title = "Onderwijs in het post-truth tijdperk: Reflecties over de rol van leren in duurzaamheid en democratie",
abstract = "This paper revisits the field of (Higher) Education for Sustainable Development in a post-truth era. It reflects on the current debate regarding the role of education in sustainability from a Deweyan perspective. This approach leads towards a renewed interpretation of individual sustainability competences in societal context influenced by post-truth characteristics and super wicked problems. The Deweyan perspective with focus on personal flourishing and the role of education in democracy, provides guiding principles to frame individual sustainability competences in the current post-truth context, thereby highlighting the importance of critical inquiry. The paper recommends to revisit the connection between education and sustainability from a personal and societal perspective, thereby taking into account the current context of higher education, influenced by neoliberalism, economic efficiency and managerialism.",
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}

Onderwijs in het post-truth tijdperk : Reflecties over de rol van leren in duurzaamheid en democratie. / Lambrechts, Wim.

In: Algemeen Nederlands Tijdschrift voor Wijsbegeerte, Vol. 111, No. 4, 01.11.2019, p. 545-565.

Research output: Contribution to journalArticleAcademicpeer-review

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