In a time of integration and convergence rather than reductionism and specialization, we invite you to read this special issue on transformative sustainability education. This collection of articles examines the cross-fertilization between transformative learning and sustainability education, with significant insights for each field. While much of sustainability education aims for transformative outcomes and transformative educators often embrace the intention of a sustainable and just society, this issue teases out theoretical and practice-based knowledge related to both fields. In the 1980s, a sustainable society was defined as a society that meets the needs of the present without compromising the ability of future generations to meet their own needs. Sustainability discourse has gained currency over the decades, with rising public awareness and debate. Further, the global field of sustainable practice has become immense, proliferating, and evolving quickly across disciplines, sectors, and technologies. Now, with climate realities pressing in on us, educators are discussing “teaching for turbulence” in the 50 years ahead. The final report of the United Nations Decade of Education for Sustainable Development indicates that entire education systems are straining at their edges to accommodate the needed transdisciplinary approaches and other transformations in education systems. The way forward often lays outside the strictures of formal, institutionalized contexts within nonformal and informal adult learning sites. In this polyarchy of learning edges, there are opportunities for the field of adult education and lifelong learning. While we had limited space, we invited some leading global thinkers who could bring a variety of perspectives and contexts to the emerging theory and practice of

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转型可持续发展教育特刊简介

在整合和融合而不是简化和专业化的时代，我们邀请您阅读有关变革性可持续发展教育的特刊。这组文章探讨了变革性学习和可持续发展教育之间的相互影响，并对每个领域都有重要的见解。虽然大部分可持续性教育旨在实现变革性成果，变革性教育者通常都认同可持续和公正社会的意图，但本期梳理了与这两个领域相关的理论和实践知识。在 1980 年代，可持续社会被定义为既满足当代人的需求又不损害后代人满足其需求的能力的社会。几十年来，可持续发展的讨论越来越流行，随着公众意识和辩论的提高。此外，可持续实践的全球领域已经变得庞大、激增，并且跨学科、部门和技术迅速发展。现在，随着气候现实的逼迫，教育工作者正在讨论未来 50 年的“动荡教学”。联合国可持续发展教育十年的最终报告表明，整个教育系统都在竭尽全力适应教育系统中所需的跨学科方法和其他转型。前进的道路通常位于非正式和非正式成人学习场所内正式、制度化环境的限制之外。在这种多元的学习边缘中，有成人教育和终身学习领域的机会。虽然我们空间有限，