000			01612cam a2200301 4500500
005			20250112050121.0
041			_afre
042			_adc
100	1	0	_aRavachol, Denise Orange _eauthor
245	0	0	_aSchool in an age of “catastrophes”: Epistemological keys and didactic challenges for education for sustainable development
260			_c2024.
500			_a70
520			_aEducation for sustainable development (ESD) is at the heart of schools’ priorities. Emphasis is placed on the fight against global warming, the protection of the environment and biodiversity, and the control of pandemics. The aim is to give students the necessary keys to understanding these major societal issues and the means to take action. Under what conditions is it possible to achieve such objectives? Our study approaches this subject from the point of view of catastrophes and catastrophisms. Their characterization in the natural sciences requires the use of modes of reasoning that integrate contingency in order to think about the history of the Earth and living beings, and the uncertainties of their future.
690			_acatastrophism
690			_ahistorical problematization
690			_acritical thinking
690			_aESD
690			_acatastrophe
690			_acontingency
690			_acatastrophism
690			_ahistorical problematization
690			_acritical thinking
690			_aESD
690			_acatastrophe
690			_acontingency
786	0		_nPhronesis | 13 | 3 | 2024-03-27 | p. 87-98
856	4	1	_uhttps://shs.cairn.info/journal-phronesis-2024-3-page-87?lang=en
999			_c197224 _d197224