School of Sustainability
Organisational unit: Research School
- Centre for Sustainability Management (CSM)
- Institute of Ecology
- Institute of Ethics and Transdisciplinary Sustainability Research
- Institute of Sustainability Governance
- Institute of Sustainability Material Flows and Circularity
- Institute of Sustainability Psychology
- Institute of Sustainable Chemistry
- Social-Ecological Systems Institute (SESI)
- Sustainability Education and Transdisciplinary Research Institute
Organisation profile
Sustainability has many facets. Inter- and transdisciplinary research and teaching characterize the School of Sustainability. Scientists in our research projects work together in the laboratory, on the heath, in the grassland, in the classroom, with the city administration, with farmers, with non-governmental organizations, with companies, with students in the lecture hall and of course at their desks.
Furthermore, we work with regional and national political actors, e.g. ministries, as well as international organizations, e.g. UNEP, UNESCO, EU. We are part of national and international bodies, e.g. sustainability advisory boards of companies, member of the German Sustainability Award, World Biodiversity Council (IPBES), in order to contribute to social change with scientific findings.
Main research areas
Vision
Sustainability science investigates on a theoretical, conceptual and empirical level how to promote sustainable development and how to find and implement effective solutions for current social and ecological challenges. The aim is to create a more sustainable future.
Sustainability researchers are called upon to take responsibility for their research, which is anchored in existing scientific knowledge and methods and serves to make the world a better place for everyone.
Mission
We promote change towards a sustainable future by developing theories, concepts and practices of inclusive education for sustainability, research, governance and management.
We acknowledge the diversity and dynamics of values, norms and behaviour and contribute with transdisciplinary methods to ensuring that tensions and differences between different disciplines, methods, topics and standards are fruitfully taken up and used with productive compromises and further developments towards sustainable development.
Principles
The School of Sustainability is guided by the normative concepts of ecological system integrity and social and economic justice.
Ecological system integrity refers to the safeguarding of life-support systems, as well as the maintenance of the well-being of life on Earth.
With social and economic justice we strive for a world in which all people can fulfil their potential without endangering system integrity and the well-being of others.
Information about the School
The School of Sustainability includes...
... ca. 25 professors
... ca. 100 research assistants
... ca. 1000 students in Bachelor and Master courses
In various inter- and transdisciplinary projects we are constantly researching and working together on changes and solutions for current challenges.
- Published
Well-being and Prosperity beyond Growth: Discursive Struggles in the German Enquete Commission on Growth, Prosperity and Quality of Life
Soetebeer, I., 2015, In: GAIA. 24, 3, p. 179-187 9 p.Research output: Journal contributions › Journal articles › Research › peer-review
- Published
Welfare with or without growth? Potential lessons from the German healthcare system
Fischer, M., 25.10.2016, In: Sustainability. 8, 11, p. 1-14 14 p., 1088.Research output: Journal contributions › Journal articles › Research › peer-review
- Published
Welches Spielzeug besitzen Kinder hier und in anderen Ländern? Ein transkultureller Vergleich als Grundlage, um über das eigene Konsumverhalten nachzudenken
Stoltenberg, U., 2009, In: Grundschule Sachunterricht. 42, p. 11-14 4 p.Research output: Journal contributions › Journal articles › Transfer
- Published
Welches Produkt ist nachhaltig?
Petersen, H., 2015, Nachhaltige Unternehmensentwicklung im Mittelstand: Mit Innovationskraft zukunftsfähig wirtschaften. Petersen, H. & Schaltegger, S. (eds.). München: oekom verlag GmbH, p. 91-107 17 p.Research output: Contributions to collected editions/works › Contributions to collected editions/anthologies › Transfer
- Published
Welches Kontextverständnis braucht der inklusive Nawi-Unterricht?
Weirauch, K., Hüfner, S. K., Abels, S. & Menthe, J., 2022, Unsicherheit als Element von naturwissenschaftsbezogenen Bildungsprozessen: Gesellschaft für Didaktik der Chemie und Physik Virtuelle Jahrestagung 2021. Habig, S. & van Vorst, H. (eds.). Nürnberg, Duisburg: Friedrich-Alexander-Universität Erlangen-Nürnberg, Vol. 42. p. 356-359 4 p. (Die Tagung der Gesellschaft für Didaktik der Chemie und Physik (GDCP); vol. 42).Research output: Contributions to collected editions/works › Article in conference proceedings › Research
- Published
Welche Rolle können Commons in Transformationsprozessen zu Nachhaltigkeit spielen?
von Winterfeld , U., Biesecker, A., Katz, C. & Best, B., 07.2012, Wuppertal: Wuppertal Institut für Klima, Umwelt, Energie, 50 p. (Impulse zur Wachstumswende; vol. 6).Research output: Working paper › Working papers
- Published
Welche Planung braucht eine nachhaltige Entwicklung ? - Ein Blick zurück nach vorn
Hofmeister, S., 2000, Perspektiven der Umweltwissenschaften. Brandt, E. (ed.). Baden-Baden: Nomos Verlagsgesellschaft mbH & Co. KG, p. 83-105 23 p. (Umweltrecht und Umweltpolitik; no. 2).Research output: Contributions to collected editions/works › Contributions to collected editions/anthologies › Research
- Published
Welchen Journalismus braucht die Nachhaltigkeit? Bestandsaufnahme und Bedarfsanalyse in Wissenschaft und Praxis – Ergebnisse eines iterativen Delphis
Humburg, A., Fischer, D., Marwege, R. & Michelsen, G., 10.10.2013, Lüneburg: Institut für Umweltkommunikation der Universität Lüneburg, 39 p. (INFU-Diskussionspapiere; no. 38/2013).Research output: Working paper › Working papers
- Published
Welchen Einfluss haben Peers auf Verhaltensauffälligkeiten im Kindes- und Jugendalter?
Salisch, M., 2008, Handbuch Sonderpädagogik: Bd. 3: Sonderpädagogik der sozialen und emotionalen Entwicklung. Gasteiger-Klicpera, B., Borchert, J. & Goetze, H. (eds.). Göttingen [u.a.]: Hogrefe Verlag GmbH & Co. KG, p. 99-111 13 p.Research output: Contributions to collected editions/works › Contributions to collected editions/anthologies › Research
- Published
Welchen Beitrag leistet die peer group für die Lesemotivation von Schülerinnen und Schülern zu Beginn der Sekundarstufe?
Philipp, M., Gölitz, D. & Salisch, M., 2010, In: Psychologie in Erziehung und Unterricht. 57, 4, p. 241-256 16 p.Research output: Journal contributions › Journal articles › Research › peer-review