Abstract
In education for sustainable development, an alternative to the traditional positivist approach to scientific education needs to be found. Dominant Western culture values rational-cognitive ways of knowing, and yet the many competences we need to face 21st century challenges are activated in the affective area.
If we want to support transformation to sustainability, we need pedagogy that develops empathy and emotional participation, provides scope for reflecting values and opportunities to develop the pupil's "locus of control" and perceiving self-efficacy. The Education for the Future project explores the potential to activate creative learning affective areas and achieve transformative education.
This paper examines and describes case studies of creative learning as a pedagogical approach that maximizes the potential of transformative learning and gives pupils "insight into the essence of doubt, self-influence and change" (Hunter et al 2018).