Theorising 'postmodern uncertainties' in education for sustainable development: Philosophical and methodological considerations

The topic of uncertainty is gaining a high profile in education. ...In education for sustainable development, the topic of uncertainty has been used as a structural element in curriculum. The Panel for Education for Sustainable Development (1998), for example, has identified seven dimensions that are essential for education for sustainable development, the last of which is uncertainty and precaution in action. This placement is significant because the panel contends that uncertainty and precaution in action are logical consequences of engaging with each of the preceding dimensions. Thus, uncertainty and precaution in action can be read as the ultimate achievement in education for sustainable development.Further, the Panel for Education for Sustainable Development has developed behavioural objectives within each of the seven dimensions. Within the dimension of uncertainty and precaution in action, the panel states that students should "understand the concept of cultural change in the shift from the certainties of the modern age to the uncertainties of the postmodern age, and what opportunities this may afford for realising a more sustainable society" (p. 11). Clearly, the panel is investing a great deal of faith and hope in 'postmodern uncertainties', but uncertainty per se has not been theorised in environmental education or in the broader arena of education.This paper takes its cue to explore the (im)possibilities of theorising 'postmodern uncertainties' from the Panel for Education for Sustainable Development. In keeping with the postmodernist / poststructuralist imperative to refrain from inflicting violence on the Other, this paper strives to respect uncertainty as uncertain. In other words, this paper strives to refrain from depriving uncertainty of the honour of its name.