Unchecked climate change poses a self-inflicted existential risk to humanity as it exacerbates the multiple-crisis syndrome facing global society. In international policy, education for sustainable development is widely flagged as transformative. To realize that transformative potential, sustainability educators are exploring the nexus between their field and that of transformative learning. They particularly call for a stretching of epistemology so that unsustainable practices are challenged, taken-for-granted thinking and assumptions disrupted, root causes of global dysfunction interrogated, values subjected to critical scrutiny, change potential of socio-affective learning unleashed, and paradigm shift thus catalyzed. The problem is the overall lack of consensus about what needs sustaining and what needs transforming. Seeking to address that problem, we call for subversive learning interrogating four key climate change drivers: economic growth, consumerism, denial, and climate injustice. We also call for restorative learning in three important areas: restoring nature intimacy, confronting despair, and reclaiming the good life.

中文翻译：

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摇摇欲坠的边缘

不受控制的气候变化给人类带来了自我造成的生存风险，因为它加剧了全球社会面临的多重危机综合症。在国际政策中，可持续发展教育被广泛认为具有变革性。为了实现变革潜力，可持续性教育工作者正在探索他们的领域与变革性学习领域之间的联系。他们特别呼吁扩展认识论，以便挑战不可持续的实践，打破理所当然的思维和假设，质疑全球功能障碍的根本原因，接受批判性审查的价值观，释放社会情感学习的变革潜力，以及范式转变从而催化。问题在于，对于哪些需要维持，哪些需要转型，总体上缺乏共识。为了解决这个问题，我们呼吁对四个关键的气候变化驱动因素进行颠覆性学习：经济增长、消费主义、否认和气候不公正。我们还呼吁在三个重要领域进行恢复性学习：恢复与自然的亲密关系、直面绝望和重拾美好生活。