Teaching conflicts over raw material extraction

An important goal of education for sustainable development (ESD) is the ability to analyse conflicting goals in the implementation of various SDGs and, based on this, to formulate judgements and negotiate solutions (UNESCO 2021). The extraction and use of geological resources often leads to such conflicting goals. School and extracurricular educational contexts relating to the extraction of raw materials therefore offer great potential for promoting this ESD goal.

The presentation will provide an overview of the following questions relating to the teaching of such raw material conflicts:

1) What are the prerequisites on the part of the learners?

2) What methodological approaches exist for teaching such conflicts in school and extracurricular educational work? And: how can these approaches be categorized?

3) How are the different didactic approaches to teaching such raw material conflicts justified?

4) What empirical findings are available on the implementation of such approaches?

A special focus is placed on the differentiation and reflection of factual and ethical aspects within such conflicts, as it is laid out in biology and geography educational approaches to "double complexity" (Bögeholz & Barkmann, 2005; Meyer & Felzmann, 2011) and to evaluation competence or as it is considered in the approach of geoethics (Peppoloni & Di Capua, 2015) and its didactic further development (Vasconcelos & Orion, 2021).