The paper offers a pedagogical response to the complexity of sustainability challenges that takes the existential and emotional dimensions of climate change seriously. To this end, the paper unfolds in two parts. The first part makes a distinction between ‘public pedagogy’ as an area of educational scholarship and ‘pedagogical publics’ as a theoretical lens for identifying certain qualities within educational environments, exploring what potential this distinction has for rethinking public pedagogy for sustainable development. Turning to Bonnie Honig (2015) and her call for creating ‘holding environments’ in the public sphere as a response to the democratic need of our time, the second part translates her political notion into an educational notion asking what fostering pedagogical publics as holding environments might involve. In relation to sustainability challenges, it is suggested that an environment that ‘holds’ people together as a pedagogical public has three main qualities: a) it makes room for new rituals for sustainable living to be developed in order to offer a sense of permanence; b) it invites narratives that can frame sustainability challenges in more positive registers; and c) it reinstates an intergenerational difference that serves to give back hopes and dreams to adults and children in troubling times.

本文对可持续性挑战的复杂性提供了一种教学上的回应，这种挑战认真对待了气候变化的存在和情感层面。为此，纸张分为两部分展开。第一部分区分了作为教育奖学金领域的“公共教育学”与作为确定教育环境中某些素质的理论镜头的“教育公众”之间的区别，探讨了这种区分对于重新思考公共教育学以促进可持续发展的潜在潜力。谈到Bonnie Honig（2015）并呼吁在公共领域创建“容纳环境”以回应我们这个时代的民主需求，第二部分将她的政治概念转化为教育概念，询问如何培养教育公众作为容纳环境可能会涉及。关于可持续性挑战，建议一种将人们作为教育公众“凝聚在一起”的环境具有三项主要素质：a）为发展可持续生活的新习惯留出空间，以提供一种持久感；b）邀请叙事者以更积极的态度描述可持续性挑战；c）它恢复了代际差异，有助于在动荡时期给成年人和孩子们带来希望和梦想。