This paper focusses at the search for a ‘public pedagogy’ of sustainability issues. The latters’ hybrid socio-technical character subverts the traditional boundaries between science and politics within which scientists are assumed to provide objective facts as a basis for normative, subjective decision-making. Raging controversies over e.g. GMOs are symptomatic of the incapability of the existing science-policy constellation to democratically contain these issues. As neither the existing policy order nor the available expertise prove adequate to settle these controversies, appeals are made to education as a leverage for finding a way out. However, as the long-lasting debate about ‘instrumental’ and ‘pluralistic’ ESE reveals, also in educational contexts these issues resist established frameworks. Both the naïve objectivism underpinning instrumental education as the naïve subjectivism that often goes with a pluralistic approach are at odds with the hybrid ontology of the issues at stake. We present some prospects for a future research agenda centered around the questions how we can understand ESE as a ‘public pedagogy’ in the Latourian sense of ‘making things public’ and how the latter can be conceived and designed as a hybrid political-educational process whereby inquiring into the ontology of these issues reveals new concerns, responsibilities, and socio-technical possibilities.