ABSTRACT In this article, we provide guidance for the implementation of education for sustainable development (ESD) in schools. We combine Bhaskar's Transformational Model of Social Activity (TMSA), and his approaches to inference, retroduction and retrodiction; and apply these to ESD. Consequently, we arrive at an approach to ESD that we term the Transformational Model of ESD (TMESD). We argue that TMESD is preferable to other contemporary conceptions of ESD because it is inherently tensed, that is, it has a time-based conception of sustainable development (SD). It therefore insists on a version of SD that refers to our present actions, is aligned with the wellbeing of present and future generations, and is based on our understanding of, and learning from, past activities. We consider one case of ESD practice in a Japanese school and conclude that, whilst it has some sense of tense, this is not well-developed regarding retroductive and retrodictive moments.

中文翻译：

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作为社会化学习过程的可持续发展教育转型模式（TMESD）

摘要在本文中，我们为在学校中实施可持续发展教育（ESD）提供指导。我们结合了Bhaskar的社会活动转型模型（TMSA），以及他的推理，追溯和追溯方法。并将它们应用于ESD。因此，我们得出了一种称为ESD转换模型（TMESD）的ESD方法。我们认为，TMESD比其他当代ESD概念更可取，因为它固有地被拉紧，也就是说，它具有基于时间的可持续发展（SD）概念。因此，它坚持采用可持续发展的版本，该版本涉及我们目前的行动，与今世后代的福祉保持一致，并以我们对过去活动的理解和学习为基础。