Zur lernbasierten Respezifikation von Nachhaltigkeit

Sustainability can be understood as a generally acknowledged value that is, however, too abstract and therefore fails to provide sufficient guidance for action. Thus, it must be re-specified in its social contexts, or in other words, it must be put into concrete practice. While Luhmann already pointed out that organisation plays a crucial role in shaping and respecifying practice, this article focuses on adult learning as a central factor. First, the term ‘respecification’ will be theoretically outlined with a particular focus on learning and educational processes. Thereafter, it will be investigated empirically. Based on a reconstructive analysis, three learning-based modes of respecifying sustainability will be presented: a focus on integration, on function and on interests. For each respecification mode, different learning challenges at the individual and organisational level are being pointed out.