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Ethics in Sustainability Education
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Ethics in Sustainability Education

A special issue of Sustainability (ISSN 2071-1050). This special issue belongs to the section "Sustainable Education and Approaches".

Deadline for manuscript submissions: closed (30 September 2018) | Viewed by 7593

Special Issue Editors

Prof. Dr. Christina Osbeck

E-Mail Website
Guest Editor
Department of Pedagogical, Curricular and Professional Studies, University of Gothenburg, 405 30 Gothenburg, Sweden
Interests: religious education; existential issues; ethics education and values education
Special Issues, Collections and Topics in MDPI journals
Prof. Dr. Olof Franck

E-Mail Website
Guest Editor
Department of Pedagogical, Curricular and Professional Studies, University of Gothenburg, 405 30 Gothenburg, Sweden
Interests: religion education; ethics education; ethics; philosophy of religion
Special Issues, Collections and Topics in MDPI journals

Special Issue Information

Dear Colleagues,

Regardless of the focus on sustainability education—if it is ecological, economic or social sustainability—sustainability and sustainability education raises ethical questions about, for instance, actions and action competence related to visions of a good and sustainable society. The question about reasonable and fruitful interpretations of sustainability seems to be in itself a central ethical question in this context. What sustainability and a sustainable society mean, inevitably gives rise to questions about what a “good life” means in relation to possible life and varieties of lives lived. Sustainability education has a clear existential dimension. This means that there also is a clear need of being well-informed in several knowledge areas involved. To be a teacher in such a situation, which besides includes being squeezed by traditional subjects, each with its own traditional canon, can be understood as an ethical challenge in itself. In this Special Issue of Sustainability, which focuses on “Ethics in Sustainability Education”, we aim at exploring different kinds of sustainability education and how questions about right and wrong, or good and evil, are embedded in these processes of teaching and learning, how such questions appear, what this means for sustainability education and what in possibly could mean.

Assoc. Prof. Christina Osbeck
Assoc. Prof. Olof Franck
Guest Editors

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a single-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Sustainability is an international peer-reviewed open access semimonthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 2400 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • Ethics
  • Moral
  • Sustainability
  • Education
  • Student
  • Teacher
  • Subject Matter
  • Classroom

Published Papers (2 papers)

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Research

13 pages, 241 KiB  
Article
‘Is It That We Do Not Want Them to Have Washing Machines?’: Ethical Global Issues Pedagogy in Swedish Classrooms
by Louise Sund and Karen Pashby
Sustainability 2018, 10(10), 3552; https://doi.org/10.3390/su10103552 - 03 Oct 2018
Cited by 7 | Viewed by 3833
Abstract
According to sustainable development target 4.7, by 2030, all signatory nations must ensure learners are provided with education for sustainable development and global citizenship. While many national curricula provide a policy imperative to provide a global dimension in curriculum and teaching, mainstreaming an [...] Read more.
According to sustainable development target 4.7, by 2030, all signatory nations must ensure learners are provided with education for sustainable development and global citizenship. While many national curricula provide a policy imperative to provide a global dimension in curriculum and teaching, mainstreaming an approach to teaching about sustainable development through pressing global issues requires strong attention to what happens between students and teachers in the classroom. In this article, we aim to help teachers think through an ongoing reflexive approach to teaching by bridging important theoretical and empirical scholarship with the day-to-day pedagogies of global educators. This collaborative praxis offers an actionable approach to engaging with values, conflicts and ethical consequences towards bringing global issues into teaching and learning in a critical and fruitful way. Our results show that teachers and students can both experience discomfort and experience a sense of significance and worthiness of engaging in a more critical approach. In addition, if we critically reflect and support students in doing so, as these teachers have done, we open up possibilities for approaches to global issues pedagogy that come much closer to addressing the pressing issues of our deeply unequal world. Full article
(This article belongs to the Special Issue Ethics in Sustainability Education)
21 pages, 647 KiB  
Article
Willingness to Comply with Corporate Law: An Interdisciplinary Teaching Method in Higher Education
by Rafael Robina Ramirez and Pedro R. Palos-Sanchez
Sustainability 2018, 10(6), 1991; https://doi.org/10.3390/su10061991 - 13 Jun 2018
Cited by 5 | Viewed by 3174
Abstract
Using an innovation training project, an interdisciplinary cross-sectional teaching strategy was developed to enhance students’ willingness to comply with the law. Thirty-five business, finance and accounting teachers examined the effects of ethical education on 484 university students’ willingness to comply with corporate law. [...] Read more.
Using an innovation training project, an interdisciplinary cross-sectional teaching strategy was developed to enhance students’ willingness to comply with the law. Thirty-five business, finance and accounting teachers examined the effects of ethical education on 484 university students’ willingness to comply with corporate law. Ethical education was based on building students’ ethical decisions on three court judgments in the new Spanish Corporate Governance Code. The ethical training was carried out by developing and applying social justice counter arguments. This perspective allowed students to imagine what decisions other person could have taken if they had managed the company ethically. The results suggest that ethics education in higher education can improve the willingness to comply the law. This methodology can be applied to interdisciplinary departments teaching ethics in business, finance and accounting. Full article
(This article belongs to the Special Issue Ethics in Sustainability Education)
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