Today, humanity finds itself facing fundamental transformations to its relationships with the environment. For better or worse, these transformations are likely to shape and define the coming century. The ongoing planetary and humanitarian crisis requires transformations which may help humans regain their relationships with themselves, their communities and the environment. Education generally, and education for sustainable development specifically, are seen as the key drivers– or at least as significant factors, in shaping those transformations in the desired direction (compare, for example, Rieckmann 2017 and Wals 2011).

However, the question of whether formal education specifically can contribute to desired social changes is a controversial topic in educational science.

Some argue that schools in particular can be an essential factor for (desired) social change (compare, for example, Archer 2013, Tröhler et al. 2011). Educationalists, however, have repeatedly pointed out that education in general and schools in particular are a decisive factor in the reproduction of normalized social relations to the environment (compare, for example, Berndfeld's (2006) fundamental critique of education and the idea of social change through education). Assuming that schools are a place for the reproduction of social-natural-relations, they have become a battleground for social or political movements that are seen as drivers of social change, such as the youth movement Fridays for Future.

The symposium starts at this interface of education and social movements as outlined above. The aim of the symposium is to highlight the scientific research on different aspects of the aforementioned questions, to analyse them and to bring them into discussion with each other.

The first contribution asks from a normative (educational) philosophy perspective what knowledge climate activists should have in order to achieve their goals -- above all, to build political pressure in favor of the desired transformation.

The second contribution of the symposium conducts an empirical analysis in the context of Fridays for Future and asks about the pedagogicalisation of political problems, the politicisation of pedagogical ideas and what can be concluded from this for education for sustainable development.

The third contribution analyses intrinsic factors that can accelerate actions against climate change by examining pedagogical programs. The author also discusses these programs through the lens of international frameworks for ESD and climate change. The analysis aims to contribute to the dialogue through the question: what kind of education for climate action are we aiming for?

The fourth and final contribution focuses on students’ engagement and how formal educational settings can learn from informal educational settings such as social movements. Student engagement as part of ESE-practice is as crucial as civil engagement when it comes to educate students efficacy in taking civil action on sustainability issues. Therefore, a transdisciplinary approach will be fruitful to explore student engagement. Following research aim guide the exploration: how can ESE practice establish student engagement in sustainability issues and its function in developing students’ capability to take civic action to achieve sustainable development?

The symposium will be structured as follows:

A maximum of 15 minutes will be available for each of the four individual contributions. This means that the content of these contributions will remain very structured and focused. Immediately afterwards, Helge Kminek will comment on the authors’ contributions, especially from the perspective of the philosophy of science. In other words, the four contributions will be questioned about the ways in which research could be systematically advanced.

In the remaining 20 minutes will be devoted to audience questions and discussion. If there are no questions from the audience, the contributors will refer to each other.

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