Kanako Kuanagi, Yaka Matsuda, and Masahisa Sato
July, 2020
Abstract
This paper reviews the cases of popular education in Sweden and explores them as an ESD approach in the VUCA (volatility, uncertainty, complexity, and ambiguity) society. The implementation of ESD in Sweden is linked to its historic commitment to build a participative, democratic, and sustainable society. One characteristic of ESD implementation in Sweden is its long-term engagement to environmental education and participative democracy. This study introduces the cases of folk high school and study circles in Stockholm and examines its educational approach. Their practice shows that learning in this popular education is closely linked to social participation and problem-solving needed in ESD. Not only are learners expected to transform themselves, but they are also expected to transform society by participating in problem-solving in societies. The popular education in Sweden sheds insight into the practice of Japanese ESD, which tends to emphasize formal education and weaker link to social participation. In the VUCA society, the more flexible, participative, lifelong, and transformative learning approach is vital in ESD.
