Vol. 2 No. 2 (2024): Thematic issue: Reimagining Interdependence
This issue of Futures of Education, Culture & Nature – Learning to Become explores the theme of "Reimagining Interdependence," emphasizing the intricate connections between humans, nature, and the systems we inhabit. Drawing inspiration from diverse global perspectives, the contributions highlight the potential of education to address ecological, cultural, and social challenges through holistic and integrative approaches.
Leading the discourse, Thakur S. Powdyel presents Bhutan’s Green School Model, rooted in Gross National Happiness, as a transformative framework for sustainable development. Complementing this vision, Karen Bjerg Petersen examines the Bhutan Baccalaureate alongside Nel Noddings’ ethics of care, advocating for value-based education that nurtures interconnected human development. Michael Penzold delves into the concept of resistance, exploring its pedagogical relevance in fostering autonomy and critical thinking. Randy and Kent Schroeder use the metaphor of a coastline to analyze interdependence and scale, linking local and global educational and environmental complexities. Maja Melballe Jensen and colleagues discuss the design of an online platform for Education for Sustainable Development, addressing challenges in socio-cultural and technological contexts.
Additionally, the inaugural Perspectives and Explorations section broadens the journal’s scope. Dorte Ruge et al. reflect on embedding sustainable competences in higher education, while Johannes Adamsen’s thought-provoking essay, A Brief War Dictionary, interrogates the intersection of language, ideology, and conflict.
Together, these contributions inspire critical reflection and action towards building more interdependent and sustainable futures.