Purpose: Current approaches to sustainability science and education focus on (assessing and addressing) the external world of ecosystems, wider socio-economic structures, technology and governance dynamics. A major shortcoming of such approaches is the neglect of inner dimensions and capacities (which constrains education for sustainability as an end), and a limited capacity to facilitate reflection on the cognitive and socio-emotional processes underpinning people’s learning, everyday life choices and decision-taking (which constrains education for sustainability as a means). More integral approaches and pedagogies are urgently needed. The purpose of this paper is to advance related knowledge. Design/methodology/approach: This paper provides a reflexive case study of the development of an innovative course on “Sustainability and Inner Transformation” and associated interventions in the form of a practice lab and weekly councils. Findings: The paper elaborates on the connections between sustainability and inner transformation in education, offers insights into the process of adapting contemplative interventions to sustainability education and concludes with some reflections on challenges, lessons learnt and future work needed to support more integral approaches. The findings show that inner dimensions and transformation can be a vehicle for critical, improved education for sustainability and how this can be achieved in practice. Originality/value: It is only recently that the concept of the inner or personal (sphere of) transformation has received growing attention in sustainability science and education. Despite this interest, such new conceptualizations and heuristics have, to date, not been systematically connected to education for sustainability (neither as an end nor means). The paper presents a critical, reflexive case, which advances related knowledge. It sets a precedent, which other universities/training institutions could follow or learn from. (Less)

中文翻译：

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可持续发展教育

目的：当前的可持续性科学和教育方法侧重于（评估和解决）生态系统的外部世界，更广泛的社会经济结构，技术和治理动态。这种方法的主要缺点是忽略了内部维度和能力（这最终限制了对可持续性的教育），而促进对思考和社会情感过程进行反思的能力有限，这些过程是人们学习，日常生活选择和决策的基础。采取措施（这限制了以可持续性为目的的教育）。迫切需要更完整的方法和教学法。本文的目的是提高相关知识。设计/方法/方法：本文以实践实验室和每周理事会的形式，提供了关于“可持续性和内部转型”创新课程以及相关干预措施开发的反思性案例研究。结论：本文详细阐述了可持续性与教育内部变革之间的联系，提供了对沉思干预措施适应可持续性教育的过程的见解，并以对支持更完整方法的挑战，经验教训和未来工作的思考作为总结。研究结果表明，内部规模和变革可以成为对可持续性进行批判性改进教育的手段，以及如何在实践中实现这一目标。创意/价值：直到最近，内在或个人（领域）转变的概念才在可持续性科学和教育领域受到越来越多的关注。尽管有这种兴趣，但迄今为止，此类新概念和启发式方法尚未与可持续性教育系统地联系在一起（既不是目的也不是手段）。本文提出了一个批判性的，反思性的案例，该案例提高了相关知识。它为其他大学/培训机构可以遵循或学习提供了先例。（减）其他大学/培训机构可以跟随或学习的内容。（减）其他大学/培训机构可以跟随或学习的内容。（减）