{"id":2494,"date":"2021-10-05T05:21:52","date_gmt":"2021-10-05T05:21:52","guid":{"rendered":"https:\/\/wp.infilon.net\/systemsthinking\/?page_id=2494"},"modified":"2022-01-18T06:01:16","modified_gmt":"2022-01-18T06:01:16","slug":"forewords","status":"publish","type":"page","link":"https:\/\/wp.infilon.net\/systemsthinking\/forewords\/","title":{"rendered":"Forewords"},"content":{"rendered":"

[vc_row][vc_column][vc_custom_heading text=”Forewords” font_container=”tag:h2|text_align:left|color:%23800000″ google_fonts=”font_family:Muli%3A300%2C300italic%2Cregular%2Citalic|font_style:400%20regular%3A400%3Anormal” css=”.vc_custom_1640671818805{margin-bottom: 30px !important;}”][\/vc_column][\/vc_row][vc_row css=”.vc_custom_1642484655924{background-color: #f8f8f8 !important;}” el_class=”profile_details”][vc_column width=”1\/2″][vc_single_image image=”3716″ img_size=”medium” el_class=”profile_image”][vc_column_text]Anita Reddy<\/strong><\/p>\n

Head of Division for Education Programs<\/strong><\/p>\n

Engagement Global, Germany<\/strong>[\/vc_column_text][\/vc_column][vc_column width=”1\/2″][vc_single_image image=”3740″ img_size=”300×200″ el_class=”profile_image”][vc_column_text]Nicola F\u00fcrst-Schuhmacher<\/strong><\/p>\n

Head of Department for Formal Education<\/strong><\/p>\n

Engagement Global, Germany<\/strong>[\/vc_column_text][\/vc_column][\/vc_row][vc_row css=”.vc_custom_1642484940211{background-color: #f8f8f8 !important;}” el_class=”profile_details”][vc_column][vc_column_text]Learning for a better future \u2013 This slogan highlights the imperative of constant evolution of teaching and learning approaches as our actions today impact a complex web of developments in the future. In recent decades and in the present time, new approaches must be developed to address the challenges of our times. A focus on sustainable development is essential to ensure a healthy and liveable planet, which is why the achievement of the 17 Sustainable Development Goals (SDG)<\/strong> and the implementation of the Agenda 2030<\/strong> are essential.\u00a0<\/span>[\/vc_column_text][vc_column_text]Through successfully converting the concept of sustainability into a central narrative in more and more spheres of society in several countries, \u201cEducation for Sustainable Development\u201d (ESD) has gained broader attention and importance. ESD is defined as an explicit field of action in SDG 4.7<\/strong> and refers to the implementation of an educational practise that aims to ensure that everyone has the opportunity to contribute to a sustainable future through certain knowledge and competencies. To achieve a positive impact, UNESCO (2017)<\/strong> identified eight key competencies of ESD, which each of us should master to be truly able to contribute to change. One of those is the systems thinking competency.<\/span>[\/vc_column_text][vc_column_text]The complexity and interconnectedness of the issues related to global sustainable development require the adoption and inculcation of this competence. It can be understood as \u201cthe abilities to recognise and understand relationships; to analyze complex systems; to think of how systems are embedded within different domains and different scales; and to deal with uncertainty\u201d (UNESCO 2017, p.10).<\/strong><\/span>[\/vc_column_text][vc_column_text]But how can teachers be supported in adopting systems thinking approaches as a key element of ESD? How can global challenges such as climate change or health and economic crisis be enlaced with local issues regarding the school itself? And how can teachers motivate students to actively participate in the implementation of solution strategies?\u00a0 Since a holistic and future-oriented approach is central to ESD, it is important to start not only in single subjects within school education but also to learn how to transform the learning environment in and around schools. To date, there are only a few publications that explicitly apply the approach of systems thinking to the teaching of Education for Sustainable Development. For this reason, this manual provides teachers with didactic-methodological strategies for transmitting and strengthening competencies for dealing with complexity.<\/span>[\/vc_column_text][vc_column_text]We would like to invite you to walk the branching paths of systems thinking with your students. This manual can be understood as a trekking map of this path, which must be explored step by step. Therefore, it contains a theoretical guideline of ten steps (competencies) that build on each other and are accompanied by two illustrative examples. These, as well as the tools from the pool of methods provided, can be adapted and adopted in your individual teaching context. <\/span>[\/vc_column_text][vc_column_text]We would like to invite you to walk the branching paths of systems thinking with your students. This manual can be understood as a trekking map of this path, which must be explored step by step. Therefore, it contains a theoretical guideline of ten steps (competencies) that build on each other and are accompanied by two illustrative examples. These, as well as the tools from the pool of methods provided, can be adapted and adopted in your individual teaching context. <\/span>[\/vc_column_text][vc_column_text]Finally, we would like to express our sincere gratitude to the authors of the ESD Expert Net for creating this comprehensive teaching resource.\u00a0<\/span><\/p>\n

Yours\u00a0<\/strong>[\/vc_column_text][vc_row_inner][vc_column_inner width=”1\/2″][vc_column_text]Anita Reddy<\/strong><\/p>\n

Head of Division for Education Programs<\/strong><\/p>\n

Engagement Global, Germany<\/strong>[\/vc_column_text][\/vc_column_inner][vc_column_inner width=”1\/2″][vc_column_text]Nicola F\u00fcrst-Schuhmacher<\/strong><\/p>\n

Head of Department for Formal Education<\/strong><\/p>\n

[\/vc_column_text][\/vc_column_inner][\/vc_row_inner][\/vc_column][\/vc_row][vc_row disable_element=”yes” css=”.vc_custom_1642484407516{background-color: #f8f8f8 !important;}”][vc_column width=”1\/2″][vc_single_image image=”2469″ img_size=”medium” alignment=”center” el_class=”profile_image”][vc_column_text]<\/p>\n

By Nicola F\u00fcrst-Schuhmacher<\/strong><\/p>\n

Learning for a better future \u2013 This slogan highlights the imperative of a constant evolution of teaching and learning approaches as our actions today impact on a complex web of developments in the future. During the recent decades, new approaches had to be developed to address the challenges of our times. The focus on sustainability and sustainable development is essential to ensure a healthy and liveable planet, which is why the achievement of the 17 Sustainable Development Goals (SDG) and the implementation of the Agenda 2030 are indispensable. Through converting the terms of sustainability into the central narratives of almost every sphere of society, also \u201cEducation for Sustainable Development\u201d (ESD) currently gained broader attention and importance. ESD is defined as an explicit field of action in SDG 4.7 and refers to the implementation of an educational practice that aims to ensure that everyone has the opportunity to contribute to a sustainable future through certain knowledge and competence. To achieve a positive impact, UNESCO (2017) identified eight key competences of ESD, which each of us should master in order to be truly able to contribute to change.[\/vc_column_text][vc_column_text]But how can teachers be guided in teaching a systemic approach, as a key element of ESD? How can they deal with global challenges such as climate change or health and economic crisis and at the same time address local issues regarding the school itself? And how can they motivate students to actively participate in the implementation of solution strategies? \u00a0Since a holistic and future-oriented approach is central to ESD, it is important to start not only in single subjects within school education, but also to learn how to transform the learning environment in and around schools. To date, there are only a few publications that explicitly apply the approach of systemic thinking to teaching of Education for Sustainable Development. For this reason, this manual provides teachers with didactic-methodological strategies for transmitting and strengthening competencies for dealing with complexity.<\/p>\n

I would like to invite you to walk the branched paths of systemic thinking with your students. This manual can be understood as the trekking map of this path, which must be explored step by step. Therefore, it contains a theoretical guideline of ten steps (competences) that build on each other and are accompanied by two illustrative examples. These, as well as the tools from the pool of methods provided, can be adapted, and adopted to your individual teaching context. Finally, I would like to express my sincere gratitude to the authors of the ESD Expert Net for creating this comprehensive teaching material.<\/p>\n

Head Division of Formal Education<\/strong><\/p>\n

Engagement Global, Germany<\/strong>[\/vc_column_text][\/vc_column][vc_column width=”1\/2″][vc_single_image image=”2469″ img_size=”medium” alignment=”center” el_class=”profile_image”][vc_column_text]<\/p>\n

Kartikeya V. Sarabhai<\/strong><\/p>\n

Lorem Ipsum<\/strong>\u00a0is simply dummy text of the printing and typesetting industry. Lorem Ipsum has been the industry’s standard dummy text ever since the 1500s, when an unknown printer took a galley of type and scrambled it to make a type specimen book. It has survived not only five centuries, but also the leap into electronic typesetting, remaining essentially unchanged. It was popularised in the 1960s with the release of Letraset sheets containing Lorem Ipsum passages, and more recently with desktop publishing software like Aldus PageMaker including versions of Lorem Ipsum.[\/vc_column_text][\/vc_column][\/vc_row]<\/p>\n","protected":false},"excerpt":{"rendered":"

[vc_row][vc_column][vc_custom_heading text=”Forewords” font_container=”tag:h2|text_align:left|color:%23800000″ google_fonts=”font_family:Muli%3A300%2C300italic%2Cregular%2Citalic|font_style:400%20regular%3A400%3Anormal” css=”.vc_custom_1640671818805{margin-bottom: 30px !important;}”][\/vc_column][\/vc_row][vc_row css=”.vc_custom_1642484655924{background-color: #f8f8f8 !important;}” el_class=”profile_details”][vc_column width=”1\/2″][vc_single_image image=”3716″ img_size=”medium” el_class=”profile_image”][vc_column_text]Anita Reddy Head of Division for Education Programs Engagement Global, Germany[\/vc_column_text][\/vc_column][vc_column width=”1\/2″][vc_single_image image=”3740″ img_size=”300×200″ el_class=”profile_image”][vc_column_text]Nicola F\u00fcrst-Schuhmacher Head of Department for Formal Education Engagement Global, Germany[\/vc_column_text][\/vc_column][\/vc_row][vc_row css=”.vc_custom_1642484940211{background-color: #f8f8f8 !important;}” el_class=”profile_details”][vc_column][vc_column_text]Learning for a better future \u2013 This slogan highlights the imperative of constant […]<\/p>\n","protected":false},"author":1,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":[],"_links":{"self":[{"href":"https:\/\/wp.infilon.net\/systemsthinking\/wp-json\/wp\/v2\/pages\/2494"}],"collection":[{"href":"https:\/\/wp.infilon.net\/systemsthinking\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/wp.infilon.net\/systemsthinking\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/wp.infilon.net\/systemsthinking\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/wp.infilon.net\/systemsthinking\/wp-json\/wp\/v2\/comments?post=2494"}],"version-history":[{"count":48,"href":"https:\/\/wp.infilon.net\/systemsthinking\/wp-json\/wp\/v2\/pages\/2494\/revisions"}],"predecessor-version":[{"id":3742,"href":"https:\/\/wp.infilon.net\/systemsthinking\/wp-json\/wp\/v2\/pages\/2494\/revisions\/3742"}],"wp:attachment":[{"href":"https:\/\/wp.infilon.net\/systemsthinking\/wp-json\/wp\/v2\/media?parent=2494"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}