Von Stadt, Land, Fluss zur Nachhaltigkeitskunde: (Irr-)Wege der Ausgestaltung des Fachwissens in den Berliner Geographielehrplänen der letzten drei Jahrzehnte

Sustainable development is of equal concern to Geography as an academic discipline and Geography Education. Given Geography's explicit conceptual and thematic affinity to sustainable development, various professional organizations developed normative documents proclaiming Geography to the main...

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Bibliographic Details
Published in:Geographica Helvetica 2024-03, Vol.79 (1), p.73-84
Main Author: Bagoly-Simó, Péter
Format: Article
Language:English
Subjects:
Analysis
Sustainable development
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Summary:Sustainable development is of equal concern to Geography as an academic discipline and Geography Education. Given Geography's explicit conceptual and thematic affinity to sustainable development, various professional organizations developed normative documents proclaiming Geography to the main carrier subject of Education for Sustainable Development (ESD). The aim of this paper is to explore what effects the special proximity of school Geography to the promotion of ESD has on the design of geographical specialist knowledge. Lower secondary Geography curricula (1992–2022) of the federal state of Berlin served as sample for content analysis. Viewed in light of work from the History of Education, Sociology of Education, and Subject Education, the results show a progressive loss of disciplinary identity accompanied by a concurrent shift in focus from factual judgments to value judgments.
ISSN:2194-8798
0016-7312
2194-8798
DOI:10.5194/gh-79-73-2024