Current socio-environmental problems are in part, it can be argued, a result of reductive thinking in modern science, the essence of which has remained largely unchanged for three centuries. Such a reductive and quantitative approach to science, linked to a mechanical model of nature (Robbins, 2005), separates humanity from nature whereby the scientist becomes an onlooker onto something of which they are not a part. This has been contributary to the problems of the Anthropocene, posing a threat to humanity and all living things on the planet (Rockström et al., 2009). Yet, even acknowledging this, science is still seen as an important contributor to the resolution of these problems (Tortell, 2020). Nevertheless, in recent years there has been critique of the way in which some methodological aspects of scientific research are conducted (Ahn et al., 2006), particularly in relation to complex socio-environmental issues. Such thinking, it is suggested, has to be changed to develop approaches more suited to the current era (Raven, 2002).  However, the current model of science is not the only possibility and there is a growing interest in more holistic approaches that result in an integrated sustainability science (Kates et al., 2001). This is similarly probed at the level of science education, with many authors suggesting that schools need to approach science in a different way to enable young people to have a much greater understanding of the complex interconnectedness of living and material processes and the way in which social and environmental issues are inextricably intertwined (Bencze, 2017; Gray & Colucci-Gray, 2014). It has been suggested that there is a need to complement the prevalent quantitative, reductive science education with a more qualitative, phenomenologically-based science process (Østergaard et al., 2008). One such approach was developed by J W von Goethe (Richards, 2002), which, it is said, can result in the metamorphosis of the scientist (Amrine, 1998) and foster a deeper sense of responsibility and care for the natural world (Seamon, 2005). Goethean science forms the foundation to much of Steiner/Waldorf educational principles (Rawson & Kiel, 2018) but is largely unrecognised in mainstream schools. The idea of imagination and insight is one key aspect of Goethean science which is developed in particular ways and involves heightened sensory awareness and artistic sensitivities (Hoffmann, 2020), but Goethean science is also a very rigorous, methodological, phenomenologically based approach that aligns very well with existing scientific methodology and has promise for a renewed approach to school and university science and our relationship with the natural world. This paper explores the possibilities for a sustainability science education incorporating aspects of the Goethean science methodology and which aligns well with current thinking in STEAM and embodied, enactive education (Colucci-Gray et al., 2017).

Using a Delphi style approach, the research undertaken for this paper explored the characteristics and method of Goethean science, considering whether this more qualitative, holistic, methodology provides any promise in complementing the dominant quantitative and reductionist approach used in the sciences and what it offers for environmental and sustainability education in schools. Consideration is given to how these can be translated into science education at primary and secondary levels and inform the perceptions of educators as to their potential efficacy and implementation.

Research Questions

1.What is the key element of Goethe’s science that stands it apart from modern mainstream science?

2. What is the role of the arts in Goethean science?

3. Is Goethean science a transformative process? If so, in what way?

4. What are the main challenges to integrating a Goethean method into mainstream school science education?

Following institutional ethical approval, the methodology employed a three stage process: Stage 1. Engaging with the literature. The literature reviewed covered the promises and critiques of both the current scientific paradigm as well as the methodology described by Goethe and his successors. While Goethean approaches are recognised by some educational establishments e.g. Waldorf schools, they are not widely adopted in mainstream schools. Examination of any reservations displayed around Waldorf science education, as well as the perceived benefits of Goethean science, were examined to determine which aspects of Goethean science can potentially be integrated with existing pedagogies supporting sustainability science education. Stage 2. Expert Witness Statements. Following the collation and analysis of literature, a Delphi style approach was adopted in which conversations with scholars in the area of Goethean science were held to affirm any key ideas extrapolated from the literature. These focussed on key practices embedded within the methodology of Goethean science and how these might be construed as pedagogical approaches at different levels in science education. Thirteen authors and figures in the area of Goethean science and education were approached to further the investigation of ideas and nine interviews conducted. The interviews and further email conversations enabled full exploration of ideas drawing from many different perspectives, but each with a background in Goethean scholarship. All interviews were recorded, with permission of the participants, transcribed and in depth analysis conducted. Key ideas were drawn from the analysis of both literature and scholarly dialogue to produce a potential framework of Goethean science which can be applied to complement the current dominant quantitative and reductive scientific paradigm. The key concepts have been refined through close literature reading and expert witness statements to provide a framework for enacting the integration of reductionist, quantitative science education, with a more holistic, qualitative approach. Stage 3. Adaptation to School Science Curricula. From the framework developed in stage two a key elements that may be feasible to adapt as complementary approaches in science education to address the given curriculum and sustainability are being developed. Given the often entrenched curricular and policy directives, particularly in secondary schools, it is important that complementary approaches must be compatible with current curricular requirements. The intention is that, if shown to have promise, such complementary approaches may be recognised and adopted into mainstream practice. A preliminary framework will be presented and discussed.

The research results suggest that Goethean science methodology, or what others have termed holistic or integrative science methodology, has the potential to cultivate the senses and generate much greater awareness of our position within the natural world and our relationships within it in a potentially transformative educational process. While there are constraints that need to be considered and addressed in trying to integrate Goethean, phenomenological, methods into mainstream science education, some possible ways forward appear to be: 1) The need to begin in the early stages of pre- and primary school to inculcate the habits and build children’s conditions through cultivating curiosity of mind, skills of the will and sensitivity of the senses. Sensorial, embodied and enactive approaches are key, linking this with practice of drawing or detailed description of what one sees, perhaps linked with other arts-based activities e.g. poetry, drama. a. Where possible such science should be grounded in experiential activities that take place out of doors, in natural environments making full use of sensory experiences. Such activities can then be built on in the classroom environment. b. Much can be learned from the Waldorf approach, but there may need to be some adaptation required for mainstream at particular ages and stages.

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