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
Empathie und Solidarität mit Um- und Nachwelt: Politische Bildung und nachhaltige Entwicklung
Michelsen, G., 2013, Wissen und Können: Wege zum professionellen Handeln in der politischen Bildung. Hufer, K.-P., Länge, T. W., Menke, B., Overwien, B. & Schudoma, L. (eds.). Schwalbach / Ts.: Wochenschau-Verlag, p. 217-219 3 p.Research output: Contributions to collected editions/works › Contributions to collected editions/anthologies › Research › peer-review
- Published
Emotion understanding and cognitive abilities in young children
von Salisch, M., Hänel, M. & Freund, P. A., 08.2013, In: Learning and Individual Differences. 26, p. 15-19 5 p.Research output: Journal contributions › Journal articles › Research › peer-review
- Published
Emotionswissen, exekutive Funktionen und Veränderungen bei Aufmerksamkeitsproblemen von Vorschulkindern
von Salisch, M., Hänel, M. & Denham, S., 2015, In: Kindheit und Entwicklung. 24, 2, p. 78-85 8 p.Research output: Journal contributions › Journal articles › Research › peer-review
- Published
Emotionsregulation und Problemverhalten von Kindern und Jugendlichen: Editorial
von Salisch, M. & Klein, A. M., 2015, In: Praxis der Kinderpsychologie und Kinderpsychiatrie. 64, 5, p. 328 - 333 6 p.Research output: Journal contributions › Other (editorial matter etc.) › Research
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Emotions and social development in childhood
Denham, S. A., Warren, H., Benga, O., von Salisch, M., Chin, J.-C. & Geangu, E., 22.02.2011, The Wiley-Blackwell Handbook of Childhood Social Development: Second Edition. Smith, P. K. & Hart, C. G. (eds.). 2 ed. Cambridge: Wiley-Blackwell Publishing Ltd., p. 413-433 21 p. (Handbooks of Developmental Psychology ).Research output: Contributions to collected editions/works › Chapter › peer-review
- Published
Emotions and social development in childhood
Salisch, M., Voltmer, K., Miller-Slough , R., Chin, J.-C. & Denham, S. A., 05.04.2022, The Wiley‐Blackwell Handbook of Childhood Social Development. Smith, P. & Hart, C. (eds.). 3. ed. Cambridge: Wiley-Blackwell Publishing Ltd., p. 631-650 20 p. (The Wiley‐Blackwell Handbook of Childhood Social Development).Research output: Contributions to collected editions/works › Chapter › peer-review
- Published
Emotion Knowledge and Attention Problems in Young Children: a Cross-Lagged Panel Study on the Direction of Effects
Salisch, M., Denham, S. A. & Koch, T., 01.01.2017, In: Journal of Abnormal Child Psychology. 45, 1, p. 45-56 12 p.Research output: Journal contributions › Journal articles › Research › peer-review
- Published
Emotional Human-Machine Interaction: Cues from Facial Expressions
Tews, T.-K., Oehl, M., Siebert, F. W., Höger, R. & Faasch, H., 2011, Human interface and the managment of information: Interacting with Information - Symposium on Human Interface 2011, Held as Part of HCI International 2011, Proceedings. Smith, M. J. & Salvendy, G. (eds.). Springer Verlag, Vol. 1. p. 641-650 10 p. (Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics); vol. 6771 LNCS, no. PART 1).Research output: Contributions to collected editions/works › Article in conference proceedings › Research › peer-review
- Published
Emotional Human-Machine Interaction: Cues from Facial Expressions
Tews, T.-K., Oehl, M., Siebert, F., Höger, R. & Faasch, H., 2011, Human Interface and the Management of Information: Interacting with Information: Symposium on Human Interface 2011, Held as a Part of HCI International 2011, Orlando, FL, USA, July 9-14, 2011, Proceedings, Part I. Smith, M. J. & Salvendy, G. (eds.). Berlin, Heidelberg: Springer Verlag, p. 641-650 10 p. (Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics); vol. 6771 LNCS, no. PART 1).Research output: Contributions to collected editions/works › Article in conference proceedings › Research › peer-review
- Published
Emotionale Kompetenz entwickeln: Hintergründe, Vergleich verschiedener Modelle und Bedeutung für Entwicklung und Erziehung
Salisch, M., 2002, Emotionale Kompetenz entwickeln: Grundlagen in Kindheit und Jugend. Salisch, M. (ed.). Stuttgart: Kohlhammer Verlag, p. 31-50 20 p.Research output: Contributions to collected editions/works › Contributions to collected editions/anthologies › Research