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Science|Environment|Health, One Health, Planetary Health, Sustainability, and Education for Sustainable Development: How Do They Connect in Health Teaching?

Author

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  • Benedikt Heuckmann

    (Centre for Biology Education, University of Münster, Schlossplatz 34, 48143 Münster, Germany)

  • Albert Zeyer

    (Institute for Education in Science and Social Studies, University of Teacher Education Lucerne, CH-6003 Lucerne, Switzerland)

Abstract

In this paper, we explore Science|Environment|Health, One Health, Planetary Health, and Sustainability/Education for Sustainable Development in the context of the 2030 Agenda as four major frameworks that take a step toward investigating health from different angles to tackle the grand challenges that lie ahead of humanity. In most of these frameworks, the topic of health is no longer limited to the health of humans; it also encompasses the health of ecosystems and planetary systems. Therefore, our ways of teaching and discussing health in science education may need to be adjusted. To this aim, we first shortly characterize the four frameworks and then analyze the concepts of health, the contributing sciences, and the role of values in the frameworks. In our opinion, three main questions have to be settled: (1) Which concept of health lies at the root of each framework? (2) Which sciences should be considered when teaching about health, and what role will they take in an interdisciplinary, integrative approach and under complexity restraints? (3) What is the role of values in these frameworks, and how can the is–ought fallacy be avoided? We finally discuss our findings in light of the concept of two-eyed seeing in science education. This concept helps us disentangle and sharpen the three main questions and draw implications for teaching about health in school science.

Suggested Citation

  • Benedikt Heuckmann & Albert Zeyer, 2022. "Science|Environment|Health, One Health, Planetary Health, Sustainability, and Education for Sustainable Development: How Do They Connect in Health Teaching?," Sustainability, MDPI, vol. 14(19), pages 1-15, September.
    • Handle: RePEc:gam:jsusta:v:14:y:2022:i:19:p:12447-:d:929775
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    References listed on IDEAS

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    1. Fernanda Franzolin & Graça S. Carvalho & Carolina Maria Boccuzzi Santana & Andreia dos Santos Calegari & Ester Aparecida Ely de Almeida & João Paulo Reis Soares & Jessica Jorge & Franciele Dutra das N, 2021. "Students’ Interests in Biodiversity: Links with Health and Sustainability," Sustainability, MDPI, vol. 13(24), pages 1-15, December.
    2. Albert Zeyer, 2022. "Teaching Two-Eyed Seeing in Education for Sustainable Development: Inspirations from the Science|Environment|Health Pedagogy in Pandemic Times," Sustainability, MDPI, vol. 14(10), pages 1-12, May.
    3. Adesuwa Vanessa Agbedahin, 2019. "Sustainable development, Education for Sustainable Development, and the 2030 Agenda for Sustainable Development: Emergence, efficacy, eminence, and future," Sustainable Development, John Wiley & Sons, Ltd., vol. 27(4), pages 669-680, July.
    4. Colin D. Butler, 2016. "Sounding the Alarm: Health in the Anthropocene," IJERPH, MDPI, vol. 13(7), pages 1-15, June.
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    Cited by:

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    2. Adela JANSEN & Corina Daniela BOGHEANU & Iudith Anci KIS & Mădălina TABARCIA & Madlena NEN, 2023. "Assertive Managerial Communication: A Purposeful Factor For Career Success During Covid-19 Times," Management Research and Practice, Research Centre in Public Administration and Public Services, Bucharest, Romania, vol. 15(1), pages 34-49, March.
    3. Rosita Abusleme-Allimant & Juan Hurtado-Almonacid & Tomás Reyes-Amigo & Rodrigo Yáñez-Sepúlveda & Guillermo Cortés-Roco & Patricio Arroyo-Jofré & Jacqueline Páez-Herrera, 2023. "Effects of Structured and Unstructured Physical Activity on Gross Motor Skills in Preschool Students to Promote Sustainability in the Physical Education Classroom," Sustainability, MDPI, vol. 15(13), pages 1-14, June.

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