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This anthology has, through its various chapters, shown four tracks in ethics and sustainability education. Introduced in the Preface, these together form an approach to and perspective on shaping education and research in this field. The first can be understood as an overarching perspective in line with continental didactical traditions that stress questions about what, how, why and for whom in all contexts where issues about teaching and learning are at stake. The second stresses the focus and content of ongoing learning processes and to what extent they are of analytical or normative character. The third is about how these processes develop and to what degree young people's integrities are being sheltered in these processes. To what extent is there room for them to openly and critically explore different positions and develop standpoints of their own, and to what degree is there an already defined point of view that everyone should develop? The fourth track is about sustainability itself, a phenomenon that is hard to define and that needs to be explored by a hermeneutics of suspicion because different and conflicting interests can be expected to operate behind its taken-for-granted goodness. Critical glasses are necessary for the educational practitioner as well as the researcher. In sum, one can say that the four tracks to a large degree concern the overarching didactical questions about "what"—that is, both the meaning of sustainability and analytical vis-à-vis normative focuses—and "how"—that is, the integrity of the individual that is affected by such learning processes.

DOI: 10.1007/978-3-319-49010-6_10

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