Challenging Life. Existential Questions as a Resource for Education. 2018, 359-381
This chapter focuses on the value dimension of sustainability and environmental education, pinpointing the concern for non-human life forms and future generations formulated by UNESCO at the outset of the United Nations Decade of Education for Sustainable Development (2005-2014). In the presented study I examine the recontextualization of these values in education policy documents during the UN Decade, making the Norwegian context the specific case and with a particular interest for moral education. Informed by Seyla Benhabib, an analytical framework is established, including a top-down and a bottom-up perspective. Her concept of jurisgenerativity is employed referring to the capacity for democratic iterations of universal claims. I conclude that the Norwegian context does make visible a concern for non-human life forms, however, primarily expressed in an anthropocentric manner. The future is barely thematized in the examined school subject syllabi. The humanities, including moral education, is scarcely connected with environmental ethical values, weakening the overall jurisgenerative capacity of the curriculum.