How is it possible to sustainably implement the ideas of the Right Livelihood Award - also known as the "Alternative Nobel Prize" - in educational and teaching methods of learning as part of future-oriented teacher training? This book addresses this issue in the form of a combination of articles from both an academic and school-related point of view. Education researchers, subject educationalists, expert scientists and teacher trainers present exemplary formats with which prospective teachers can be qualified for the wide-ranging requirements imposed on them as part of globalization and internationalization: teachers need to perform their educational mandate in a globally networked and mobile society which is also characterized by linguistic, ethnic, religious and cultural heterogeneity. They have to illustrate the complexity of the globalization processes to their pupils and provide suitable opportunities for learning in order to deal productively with the changed future requirements. In the formats, the contents of Right Livelihood - especially questions concerning ecology, social justice and peace - are addressed in a manner that is age-appropriate and related to experience. Moreover they are dealt with in an interdisciplinary context. The objective is to jointly incorporate the subject of Global Learning as Part of Education for Sustainable Development in the teacher education course and to realize it directly at the chalk face.

Im Zusammenhang mit den Ergebnissen der PISA-Studie mussen etablierte Lernstrukturen in institutionalisierten Bildungseinrichtungen hinterfragt und unter Umstanden einer Revision unterzogen werden. Verschiedene Ansatze und Befunde zum Kompetenzerwerb Erwachsener sowie dem Informellen Lernen von Kindern ausserhalb der Schule, vor allem im Bereich Arbeit werden in diesem Band zusammengefuhrt."