In this chapter the challenge of developing democratic education for sustainability, where the aim is not that the students will be fostered into taking specific moral positions but rather that they will become aware of the right to deliberately choose ethical actions and strategies as moral and social subjects, is highlighted. Various concepts of ethics education are elaborated with reference to sustainability education. The tension that is often observed between ″analytical″ and ″normative″ approaches to education about ethical issues is claimed to be neutralizable if the focus is on the prerequisites for the pupils′ becoming engaged moral subjects rather than on expected ″results″ in terms of ″moral positioning″ and ″moral action″. The concept of subjectivity is discussed with regard to the philosophical-pedagogical approaches developed by Gert Biesta, Jacques Rancière and John Wall.
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↑ https://link.springer.com/chapter/10.1007/978-3-319-49010-6_1