naa a22 4500 510806066 CHVBK 20180411083419.0 cr unu---uuuuu 180411e20130101xx s 000 0 eng 10.1007/s11625-012-0181-5 doi (NATIONALLICENCE)springer-10.1007/s11625-012-0181-5 Learning for change: an educational contribution to sustainability science [Elektronische Daten] [Matthias Barth, Gerd Michelsen] Transition to sustainability is a search for ways to improve the social capacity to guide interactions between nature and society toward a more sustainable future and, thus, a process of social learning in its broadest sense. Accordingly, it is not only learning that is at issue but education and educational science, of which the latter is about exploring the preconditions of and opportunities for learning and education—whether individual or social, in formal or informal settings. Analyzing how educational science deals with the challenge of sustainability leads to two complementary approaches: the ‘outside-in' approach sees the idea of sustainability influencing educational practice and the way the relationship of learning and teaching is reviewed, theoretically as well as within the social context. In an ‘inside-out' approach, an overview is given of how educational science can contribute to the field of sustainability science. An examination of the literature on education and sustainability shows that, while sustainability features prominently in one form or another across all sectors, only little work can be found dealing with the contributions of educational science within sustainability science. However, as sustainability is a concept that not only influences educational practices but also invites disciplinary contributions to foster inter- and transdisciplinary research within the sustainability discourse, the question remains as to how and to what extent educational science in particular can contribute to sustainability science in terms of an ‘inside-out' approach. In this paper, we reconstruct the emergence of education for sustainable development as a distinctive field of educational science and introduce and discuss three areas of sustainability research and throw into relief the unique contribution that educational science can make to individual action and behavior change, to organizational change and social learning, and, finally, to inter- and transdisciplinary collaboration. Springer, 2012 Educational science nationallicence Learning nationallicence Education for sustainable development nationallicence Competence nationallicence Social learning nationallicence Communities of practice nationallicence Interdisciplinarity nationallicence Barth Matthias School of Global, Urban and Social Studies, Royal Melbourne Institute of Technology (RMIT University), Melbourne, Australia aut Michelsen Gerd Institute for Environmental and Sustainability Communication (INFU), Leuphana University, Lüneburg, Germany aut Sustainability Science Springer Japan 8/1(2013-01-01), 103-119 1862-4065 8:1<103 2013 8 11625 https://doi.org/10.1007/s11625-012-0181-5 text/html Onlinezugriff via DOI 1 research-article jats NATIONALLICENCE 856 40 https://doi.org/10.1007/s11625-012-0181-5 text/html Onlinezugriff via DOI NATIONALLICENCE 700 1- Barth Matthias School of Global, Urban and Social Studies, Royal Melbourne Institute of Technology (RMIT University), Melbourne, Australia aut NATIONALLICENCE 700 1- Michelsen Gerd Institute for Environmental and Sustainability Communication (INFU), Leuphana University, Lüneburg, Germany aut NATIONALLICENCE 773 0- Sustainability Science Springer Japan 8/1(2013-01-01), 103-119 1862-4065 8:1<103 2013 8 11625 Metadata rights reserved Springer special CC-BY-NC licence nationallicence BK010053 XK010053 XK010000 NATIONALLICENCE NATIONALLICENCE NL-springer