| dc.description.abstract | All revolutions, be they scientific or social ones, are the results of changes of paradigms. And
the advent of the concept of «sustainable development» in our societies is no different. The
radical adjustments that must be made regarding our ways of thinking and our «personal
reasoning» are undeniable and they happen to have a direct influence on the educational
curriculum. And it is all the more true when an education y related to it is institutionalized,
as is the case in many countries. Highlighting these changes, understanding what it implies
for the thought, as well as in terms of learning, opening new leads to deal with the complexity
that such an education must tackle – these are the goals of this article. Inspired mainly by
the results of several groundbreaking works lead by the Laboratory for Science Didactics
and Epistemology of the University of Geneva, these reflections take stock of our current
knowledge on the subject. | en |
