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<p>Looking back on the criticism of the concept of environmental education, as well as regarding current empirical and theoretical-conceptual contributions, reveals a&#xa0;tense relationship between emotions and ESD. From a&#xa0;practical theoretical perspective, the article illuminates the affective dimension of primary school ESD practice. To this end, two observational descriptions of opening situations of the FreiDay learning format are examined. Through these, it is ethnographically revealed how the participants as a&#xa0;community get in the mood for working on ESD in a&#xa0;decidedly joyful way. In the final interpretation as a&#xa0;mobilizing emotional practice, the article presents a&#xa0;novel perspective on the relationship between ESD, emotion, and elementary school.</p>

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Auf BNE einstimmen

  • 期刊论文

  • 出版模式：

    开放获取

  • 发表日期：

    2025年12月1日

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  • Maja Motzko

摘要

Looking back on the criticism of the concept of environmental education, as well as regarding current empirical and theoretical-conceptual contributions, reveals a tense relationship between emotions and ESD. From a practical theoretical perspective, the article illuminates the affective dimension of primary school ESD practice. To this end, two observational descriptions of opening situations of the FreiDay learning format are examined. Through these, it is ethnographically revealed how the participants as a community get in the mood for working on ESD in a decidedly joyful way. In the final interpretation as a mobilizing emotional practice, the article presents a novel perspective on the relationship between ESD, emotion, and elementary school.