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    THEO WEB
    Zeitschrift für Religionspädagogik
    Academic Journal of Religious Education
    THEO WEBZeitschrift für Religionspädagogik
    Academic Journal of Religious Education
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    Theo-Web. 23 (2024) H. 1, 168-190

    Education for Sustainable Development Against the Background of Dystopian Future Perspectives: Addressing Climate Emotions in School Learning Processes

    Part 1
    Part 1

    Last Generation?! Perspectives on sustainable religious education

    Julia Lemke

    Magdalena Buddeberg

    Vanessa Henke

    Article Download

    Date: 05/27/2024

    Confronted with global crises, such as the climate crisis, many young individuals experience emotions like concern, fear, anger, and helplessness, which may lead to dystopian visions of the future. It is argued that in addressing the climate crisis within the context of Education for Sustainable Development (ESD) in schools, emotions should be considered. To this end, the management of emotions in schools is first outlined, followed by an elucidation of the importance of emotion-sensitive ESD. In context of emotional management, the consideration of negative emotions and development of hope and utopias on an individual level are discussed. Within this framework, this paper highlights the significance of participation in terms of societal agency and dealing with uncertain and complex futures.

    Education for Sustainable Development, Emotions, Hope, Participation, School

    THEO WEB Zeitschrift für Religionspädagogik
    Academic Journal of Religious Education

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    This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License