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
Devianz und Delinquenz
Plewig, H.-J., 2008, Grundbegriffe Ganztagsbildung: Das Handbuch. Coelen, T. & Otto, H.-U. (eds.). Wiesbaden: VS Verlag für Sozialwissenschaften, p. 222-231 10 p.Research output: Contributions to collected editions/works › Contributions to collected editions/anthologies › Research
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Photochemistry of 2,2', 4,4', %,5'-hexabde (BDE-153) in THF and adsorbed on SiO2: first observation of OH reactivity of BDEs on aerosol
Zetzsch, C., Palm, W.-U. & Krüger, H.-U., 2004, In: Organohalogen Compounds. 60, p. 2256-2261 6 p.Research output: Journal contributions › Conference article in journal › Research
- Published
Un progetto di ricerca e sviluppo come punto di partenza per lo sviluppo sostenibile
Stoltenberg, U. & Muraca, B., 2005, La Sostenibilità si può fare: la "vetrina per uno sviluppo sostenibile": un progetto innovativo per la comunicazione e lo sviluppo della sostenibilità. Stoltenberg, U., Muraca, B. & Nora, E. (eds.). Frankfurt am Main: VAS Verlag für Akademische Schriften, p. 214-216 3 p.Research output: Contributions to collected editions/works › Contributions to collected editions/anthologies › Research
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Mentoring für Nachwuchswissenschaftlerinnen als hochschuldidaktische Maßnahme der Universität Lüneburg
Thiem, A., 2006, Hochschuldidaktik und Fachkulturen: Gender als didaktisches Prinzip. Dudeck, A. & Jansen-Schulz, B. (eds.). Wiesbaden: UniversitätsVerlagWebler, p. 133-143 11 p.Research output: Contributions to collected editions/works › Contributions to collected editions/anthologies › Research
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Jugendstrafrecht, Jugendhilfe, Kriminalpolitik: eine kommentierte Literaturauswahl
Plewig, H.-J., 2005, In: Zeitschrift für Jugendkriminalrecht und Jugendhilfe. 16, 4, p. 415-422 8 p.Research output: Journal contributions › Journal articles › Research
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Abwärts in der Spirale? oder Wirkung und Nutzung von gewalthaltigen Bildschirmspielen durch Kinder und Jugendliche
Quarg, A. & Salisch, M., 2008, In: FIfF-Kommunikation. 25, 4, p. 18-25 8 p.Research output: Journal contributions › Journal articles › Research
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Analysis of polychlorinated biphenyl (PCB)-induced modification of protein expression in primary hepatocytes from harbour seals
Behr, A., Wargel, A., Siebert, U. & Hellwig, V., 2008, In: Organohalogen Compounds. 70, p. 1079-1082 4 p.Research output: Journal contributions › Conference article in journal › Research
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Garantenstellung im Jugendhilfebereich: Reaktionen der Berufsgruppen: Entwicklung von Qualitätsstandards als Reaktion auf Fahrlässigkeitsvorwürfe
Plewig, H.-J., 2005, In: Recht der Jugend und des Bildungswesens. 53, 4, p. 486-492 7 p.Research output: Journal contributions › Journal articles › Research
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Im Fokus: Das (Re)Produktive: die Neubestimmung des Ökonomischen mithilfe der Kategorie (Re)Produktivität
Biesecker, A. & Hofmeister, S., 2010, Gender and economics: Feministische Kritik der politischen Ökonomie. Bauhardt, C. & Çağlar, G. (eds.). Wiesbaden: VS Verlag für Sozialwissenschaften, p. 51-80 30 p.Research output: Contributions to collected editions/works › Contributions to collected editions/anthologies › Research
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Perspektivrahmen Sachunterricht: ein Beitrag zur fachlichen und bildungspolitischen Profilierung des Sachunterrichts
Stoltenberg, U., 2004, Neuere Konzeptionen und Zielsetzungen im Sachunterricht. Kaiser, A. & Pech, D. (eds.). Baltmannsweiler: Schneider Verlag Hohengehren, p. 152-157 6 p. (Basiswissen Sachunterricht; vol. 2).Research output: Contributions to collected editions/works › Contributions to collected editions/anthologies › Research