Making Tensions in Sustainability Education Visible: Using Value Squares for Reflection and Awareness

Introduction

«The test of a first-rate intelligence is the ability to hold two opposing ideas in mind at the same time and still retain the ability to function»

(F. Scott Fitzgerald)

Educators are confronted with irresolvable antinomies, paradoxes, and contradictions in their respective fields of action (e.g., Helsper, 2021). This also applies to the context of sustainability education (e.g., Hedefalk et al., 2021; Laub, 2022). These tensions frequently arise from conflicting values and corresponding educational objectives and practices. One classic example of such tension lies in Immanuel Kant’s question: How do I cultivate freedom in the face of compulsion?

In this text, I will use the value square model (Schulz von Thun, 2014) as a thinking tool to visualize and reflect on exemplary key tensions in sustainability education. By understanding and balancing these tensions, educators can develop a nuanced approach to sustainability education, avoiding oversimplified binaries (Tomić, 2013) and falling for potential Myths in and about Sustainability Education (MYTHSE).

Making Tensions Visible

Although the educational literature often describes various tensions in sustainability education (e.g., Hedefalk et al., 2021; Laub, 2022), this text takes a more visual approach. The value square framework, popularized by Schulz von Thun, is particularly effective for exploring value-laden tensions. This framework enables a structured view of seemingly opposing values by balancing them with positive counter-values, providing a developmental perspective that helps highlight the risks of leaning too heavily on any single value (Schulz von Thun, 2014). As such, it serves as a powerful tool for reflecting on both educational myths and false dilemmas—common traps in sustainability education (Siegel, 2024; Tomić, 2013).

Exemplary Key of Tensions in Sustainability Education

The below visualized tensions / value squares are not entirely new, but they take on a new significance in the context of sustainability. Here are two examples of key tensions in sustainability education:

Value Square: Emancipatory vs. Instrumental Sustainability Education (Dr. Stefan T. Siegel, 2024; CC BY 4.0)

Value Square: Embedded vs. Bolt-On Sustainability Education (Dr. Stefan T. Siegel, 2024; CC BY 4.0)

Note: Creating value squares that capture the essence of tensions in (sustainability) education can be challenging. The presented figures are each just a solution.

Concluding Thoughts

Working with the value square is not a cure-all for addressing tensions in sustainability education. However, by visualizing and acknowledging conflicting values, educators can cultivate a critically reflective teaching approach (Brookfield, 2017). A critical, constructive, and reflective stance on these tensions signifies pedagogical professionalism (Helsper, 2021). Value squares as thinking tools can sharpen educators’ awareness, serve as starting points for value discussions, and foster ambiguity tolerance.

«Doubt is not a pleasant condition, but certainty is an absurd one»

Voltaire (1770/1919)

📚 References

• Hedefalk, M., Caiman, C., Ottander, C., & Almqvist, J. (2021). Didactical dilemmas when planning teaching for sustainable development in preschool. Environmental Education Research, 27(1), 37–49. https://doi.org/10.1080/13504622.2020.1823321
• Helsper, W. (2021). Professionalität und Professionalisierung pädagogischen Handelns: Eine Einführung. Barbara Budrich.
• Laub, J. (2022). Education, Sustainability and Responsibility–Pedagogic Antinomies for Prospective Teachers? Interdisciplinary Journal of Environmental and Science Education, 18(3), e2278. https://doi.org/10.21601/ijese/12015
• Schulz von Thun, F. (2014). Miteinander reden 1-4: Störungen und Klärungen / Stile, Werte und Persönlichkeitsentwicklung / Das „Innere Team“ und situationsgerechte Kommunikation / Fragen und Antworten. Rowohlt.
• Siegel, S. T. (2024). Myths, Facts, or Questionable Beliefs? Navigating Nuances in Education. Evidence-informed Sustainability Education (EvSusEd). https://evsused.hypotheses.org/802
• Tomić, T. (2013). False Dilemma: A Systematic Exposition. Argumentation, 27(4), 347–368. https://doi.org/10.1007/s10503-013-9292-0

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