ABSTRACT
This chapter focuses on students' perspectives as the basis for changes in educational practice to enhance understanding in design for sustainability (DfS). The political intentions of education for sustainable development are formalized in the Arts and Crafts curriculum and practices in design and design education for sustainability are available to draw on. The field of professional design education has discussed products and environmental sustainability sporadically since the mid-twentieth century and more systematically since the 1980s. The holistic understanding that evolves when the students' subjective conditions engage with the object of the educational content leads Klafki to argue that the purpose of the educational topics must be grounded in both subjective and objective terms. Klafki's theory of kategorialen Bildung provides the essential knowledge for the operationalisation of educational topics in educational practice. The overall purpose of DfS equals the purpose of education for sustainable development – to develop sustainable societies in sustainable environments.
