Transformatives Lernen als Herausforderung für die Schulentwicklung.

Bildungstheoretische Überlegungen

Abstract

Abstract: In this article, we outline challenges for school development that arise from the educational mandate for sustainable development as a mandate for the whole school ("whole school approach"). Since the German Advisory Council on Global Change (WBGU 2011) proclaimed the need for a so-called "great transfor-mation" and assigned an essential role to educational institutions, education for sustainable development (ESD) has increasingly been characterized as learning that is intended to facilitate the "great transformation" and is therefore often re-ferred to as transformative learning or transformative education.
We examine the concept of transformative learning, which poses theoretical challenges, and relate it to school development. For this, we first create a concep-tual basis: on the one hand, we provide a theoretical foundation for education, pri-marily in terms of the transformational concept of education (Chapter 1.1) and, on the other hand, we outline a cultural concept of sustainability that is crucial for transformative learning processes (Chapter 1.2). Against this background, we in-troduce the normatively demanding concept of transformative learning in the sense of sustainability and the "great transformation" (Chapter 2) and, in doing so, con-nect the transformation concept of transformative learning in the sense of the WBGU and the transformation concept of educational theory. Finally, these lines of argument are related to school development using three examples from the prac-tice of the Bielefeld Laboratory School: transformative learning as a challenge for school development (Chapter 3).