TY - JOUR

T1 - Towards Eco-reflexive Science Education

T2 - A Critical Reflection About Educational Implications of Green Chemistry

AU - Sjöström, Jesper

AU - Eilks, Ingo

AU - Zuin, Vânia G.

N1 - Publisher Copyright: © 2016, Springer Science+Business Media Dordrecht.

PY - 2016/5/1

Y1 - 2016/5/1

N2 - The modern world can be described as a globalized risk society. It is characterized by increasing complexity, unpredictable consequences of techno-scientific innovations and production, and its environmental consequences. Therefore, chemistry, just like many other knowledge areas, is in an ongoing process of environmentalization. For example, green chemistry has emerged as a new chemical metadiscipline and movement. The philosophy of green chemistry was originally based on a suggestion of twelve principles for environment-friendly chemistry research and production. The present article problematizes limitations in green chemistry when it comes to education. It argues that the philosophy of green chemistry in the context of education needs to be extended with socio-critical perspectives to form educated professionals and citizens who are able to understand the complexity of the world, to make value-based decisions, and to become able to engage more thoroughly in democratic decision-making on sustainability issues. Different versions of sustainability-oriented science/chemistry education are discussed to sharpen a focus on the most complex type, which is Bildung-oriented, focusing emancipation and leading to eco-reflexive education. The term eco-reflexive is used for a problematizing stance towards the modern risk society, an understanding of the complexity of life and society and their interactions, and a responsibility for individual and collective actions towards socio-ecojustice and global sustainability. The philosophical foundation and characteristics of eco-reflexive science education are sketched on in the article.

AB - The modern world can be described as a globalized risk society. It is characterized by increasing complexity, unpredictable consequences of techno-scientific innovations and production, and its environmental consequences. Therefore, chemistry, just like many other knowledge areas, is in an ongoing process of environmentalization. For example, green chemistry has emerged as a new chemical metadiscipline and movement. The philosophy of green chemistry was originally based on a suggestion of twelve principles for environment-friendly chemistry research and production. The present article problematizes limitations in green chemistry when it comes to education. It argues that the philosophy of green chemistry in the context of education needs to be extended with socio-critical perspectives to form educated professionals and citizens who are able to understand the complexity of the world, to make value-based decisions, and to become able to engage more thoroughly in democratic decision-making on sustainability issues. Different versions of sustainability-oriented science/chemistry education are discussed to sharpen a focus on the most complex type, which is Bildung-oriented, focusing emancipation and leading to eco-reflexive education. The term eco-reflexive is used for a problematizing stance towards the modern risk society, an understanding of the complexity of life and society and their interactions, and a responsibility for individual and collective actions towards socio-ecojustice and global sustainability. The philosophical foundation and characteristics of eco-reflexive science education are sketched on in the article.

KW - Chemistry

UR - http://www.scopus.com/inward/record.url?scp=84960335520&partnerID=8YFLogxK

U2 - 10.1007/s11191-016-9818-6

DO - 10.1007/s11191-016-9818-6

M3 - Journal articles

AN - SCOPUS:84960335520

VL - 25

SP - 321

EP - 341

JO - Science and Education

JF - Science and Education

SN - 0926-7220

IS - 3-4

ER -