This article engages in the discussion about education's role in relation to sustainability problems, a debate characterised by a tension between two legitimate concerns: a concern about the instrumentalisation of education, and a concern for the urgent need of widespread engagement and mobilisation for coping with the consequences of severe socio‐ecological problems. The authors argue for an approach that takes both concerns seriously. Drawing on transactional didactic theory—underpinned by a pragmatist perspective on the interplay of continuity and change through the phases of habit, crisis and creativity—they illustrate that engagement with real‐world societal problems does not inevitably result in the instrumentalisation of education. It can, on the contrary, open up a space for newness, creativity, freedom and pluralism. Yet, realising this unique educative potential does not happen automatically. It requires specific didactical work, specific forms of teaching. Through a practical example, the authors illustrate how teachers can stage problematic situations and inquiries in such a way that sustainability problems are brought to the table, turned into a common matter of concern and made free by giving the students possibilities to renew the world. Thus, they turn the question whether or not to engage with real‐world problems into the question how to do so.

中文翻译：

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解决教育中可持续性问题的风险和潜力——实用主义教学方法

本文讨论了教育在可持续性问题中的作用，这场辩论的特点是两个合理关切之间的紧张关系：对教育工具化的关切，以及对广泛参与和动员以应对可持续发展问题的迫切需要的关切。严重的社会生态问题的后果。作者主张采用一种认真对待这两个问题的方法。借鉴交易教学理论——以实用主义观点为基础，通过习惯、危机和创造力阶段的连续性和变化的相互作用——他们说明了与现实世界社会问题的接触并不必然导致教育的工具化。相反，它可以为新奇、创造力、自由和多元化开辟一个空间。然而，实现这种独特的教育潜力不会自动发生。它需要具体的教学工作，具体的教学形式。作者通过一个实际的例子说明了教师如何以这样的方式上演有问题的情况和调查，使可持续性问题摆在桌面上，变成一个共同关注的问题，并通过给学生更新世界的机会来自由。因此，他们将是否参与现实世界问题的问题转化为如何去做的问题。变成了一个共同关心的问题，并通过给学生更新世界的可能性而变得自由。因此，他们将是否参与现实世界问题的问题转化为如何去做的问题。变成了一个共同关心的问题，并通过给学生更新世界的可能性而变得自由。因此，他们将是否参与现实世界问题的问题转化为如何去做的问题。