Promote participation and vision development with young children through education for sustainable development (ESD) and artistic practices

Abstract

The study investigates to what extent the inclusion of artistic practices in teaching can contribute to the guiding goal of ESD. Through ESD, students should be enabled to help shape future social developments and thus become capable of making judgments in the context of SD. Artistic fields are considered to have a high transformative potential for dealing with issues in the context of SD. With their means of irritation or alienation, they can help to stimulate innovative processes of change. The students are understood as competent actors in the sense of relational agency. The presentation focuses on a lesson implementation with reference to the school garden with Swiss students (4-6 years) and examines how curiosity can be stimulated and agency promoted.