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(2017) Ethical literacies and education for sustainable development, Basingstoke, Palgrave Macmillan.
Philosophizing with transdisciplinarity, relational knowledge and ethics in education for sustainable development
Marie Grice
pp. 19-35
Relational perspectives of transdisciplinarity and education are explored from a theoretical angle to raise epistemological and ethical issues regarding education for sustainable development. Philosophizing with is used as an analytical tool in the epistemic exploration from concept to educational context where systems thinking seems to provide common ground for ethics and education for sustainable development competence. With a link between critical thinking and moral literacy, it is suggested here that the teacher has to understand the role of ethics in the co-creation of knowledge. Teachers and students learn in a relational process through epistemic, ethical and practical boundary crossing, in which the educative moment, le moment, might reveal itself.
Publication details
DOI: 10.1007/978-3-319-49010-6_2
Full citation:
Grice, M. (2017)., Philosophizing with transdisciplinarity, relational knowledge and ethics in education for sustainable development, in O. Franck & C. Osbeck (eds.), Ethical literacies and education for sustainable development, Basingstoke, Palgrave Macmillan, pp. 19-35.
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