This article proposes a theoretical framework for research and pedagogy development in the context of education for sustainable development (ESD). It combines transformative learning theory with elements drawn from Buddhist and other Eastern spiritual perspectives. Firstly, it outlines the ESD context and its current gaps. Secondly, it analyzes relevant aspects of transformative learning as an educational theory in relation to ESD. Thirdly, it explores how the notions of “inner experience,” “oneness of reality,” “moral sustainable values,” and “community curriculum” arise by interweaving Buddhist/Eastern spiritual approaches with transformative learning to devise a conceptual framework. Fourthly, it presents a brief section outlining a suitable methodology for bridging together differing paradigms including its challenges and potential benefits. Finally, it considers the possible impact of said theoretical framework for innovative research and pedagogies related to sustainable learning in the Global South and internationally.

中文翻译：

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缠绕概念框架

本文提出了可持续发展教育 (ESD) 背景下研究和教学法发展的理论框架。它将变革性学习理论与从佛教和其他东方精神观点中汲取的元素相结合。首先，它概述了可持续发展教育的背景及其当前的差距。其次，它分析了作为与可持续发展教育相关的教育理论的变革性学习的相关方面。第三，它探讨了“内在体验”、“现实的统一性”、“道德可持续价值观”和“社区课程”的概念是如何通过将佛教/东方精神方法与变革性学习交织在一起来设计概念框架而产生的。第四，它提供了一个简短的部分，概述了一种将不同范式联系在一起的合适方法，包括其挑战和潜在好处。