Citizenship Education, Managing Conflicts and Sustainable Development

*Teacher Education in the 21st Century - Emerging Skills for a Changing World*

Education. 2016;44(5):455-469. DOI: 10.1080/1359866X.2015.1086971.

[18] Hobson A.J, Ashby P, Malderez A, Tomlinson P.D. Mentoring beginning teachers: What we know and what we don't. Teaching and Teacher Education.

2009;25:207-216.

**168**

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**Chapter 11**

**Abstract**

How Philosophizing the Dialogos

Way Can Promote Education for

This paper is an inquiry into an action research process in which staff from a combined vocational and academic upper secondary school philosophized "The Dialogos Way" together, as part of ongoing curriculum reforms in Norway. Some teachers were also trained in facilitating such dialogs with their students. Since sustainable development is one of three interdisciplinary topics now supposed to run through all subjects at all educational levels, our chosen action inquiry research question in this paper reads as follows: How can training teachers in philosophizing the Dialogos Way promote attitudes and skills required for dialogic learning-and-teaching, and how can this form of learning-and-teaching support education for sustainable development? Using teachers' and students' meta-reflection notes as data, the authors find that the Dialogos approach offers a fruitful way

Sustainable Development

of integrating sustainable development issues in the curriculum.

development, philosophizing the Dialogos way, philosophical dialog,

**Keywords:** dialogic learning-and-teaching, philosophical practice, sustainable

In august 2020 a new national curriculum for education was implemented in Norway. The new curriculum is putting increased emphasis on the values

enshrined in §1 in the Education Act of Norway [1]. Respect for human dignity and nature, intellectual freedom, charity, forgiveness, equality, solidarity, democracy, scientific thinking and insight into cultural diversity are among the values highlighted in this education act. These values are supposed to run through education at all levels. Furthermore, three interdisciplinary themes are supposed to be in the focus throughout all school subjects and school levels, from primary through upper secondary education. These are respectively *public health and life skills*, *democratic* 

When it comes to teaching practice, one of the challenges is *how* these values and themes can be taught and focused on in practice at schools. Is it enough to teach content the traditional way, whether digital or book-based, where the teacher is the one who knows, while the students are not-knowing? In such traditional didactics the young are supposed to learn through lectures, reading

*Eirik Hæreid Marcussen, Michael Weiss* 

*and Guro Hansen Helskog*

dialog facilitation, dialogical schooling

*citizenship* and *sustainable development* [2].

**1. Introduction**
