<p>The aim of the study was to analyse relations between the school and the surrounding world and how these relations affects the schools’ work for sustainable development. This was mainly an interview study but teachers’ self-valuations have also been used. Totally six teachers at two primary schools has been interwied. The schools were chosen because of their acknowledged work for sustainable development. From the interviews, it was found how the teachers interpreted the conception the schools´ surrounding world, what relations the schools had with the surrounding world and how that affected the schools´ work for sustainable development. The surrounding world was interpreted as both the close and immediate neighborhood but also in a wider perspective as other countries. The schools had mostly contacts with the close-by immediate surroundings. The school situated in the urban environment had more access the culture of the city and the school situated near nature used the forest and water more often. The schools had a few national and international contacts. The relationships with surrounding world changed over time and with age of the pupils. Personal contacts and interest helped to establish contacts. The teachers see the school as an integral part of the society. The relations with the surrounding world seem to have a positive impact on education for sustainable development. The learning became concrete, varied and the pupils view themselves as a part of something larger. Ecological, social and economic perspective could be identified in the schools relations with surrounding world. According to the self-evaluations the schools had more contacts to the surrounding world than to the society.</p> / <p>Syftet med uppsatsen var att undersöka relationer mellan skola och omvärld och hur de påverkar skolornas arbete för hållbar utveckling. Sex pedagoger intervjuades och en kvantitativ sammanställning av pedagogers självvärdering gjordes. Skolorna valdes utifrån sitt uttalade arbete för hållbar utveckling. Intervjuerna undersökte hur pedagogerna tolkade begreppet skolans omvärld, vilka omvärldskontakter man hade och hur de påverkade lärande för hållbar utveckling. Omvärlden tolkades som skolans omedelbara närhet men även i ett vidare perspektiv. Skolorna hade flest kontakter med den närliggande omvärlden. Eventuellt kunde skolan placerad i en urban miljö utnyttja stadens kultur mer och den andra skolan placerad nära naturen utnyttjade skog och vatten mer. Nationella och enstaka internationella kontakter förekom. Kontakterna varierade över tid och förändrades med elevernas ålder. Personligt nätverk och internet var framgångsfaktorer för att skapa kontakter. Pedagogerna såg skolan som en del av samhället (det integrerade perspektivet). Genom omvärldskontakter blev lärandet för hållbar utveckling konkret, varierat och eleverna såg sig själva som en del av något större. Ekologiskt, socialt och ekonomiskt perspektiv urskiljdes i skolornas omvärldskontakter. Enligt skolornas självvärdering fanns fler kontakter med omvärlden än med samhället.</p>

The aim of the study was to analyse relations between the school and the surrounding world and how these relations affects the schools’ work for sustainable development. This was mainly an interview study but teachers’ self-valuations have also been used. Totally six teachers at two primary schools has been interwied. The schools were chosen because of their acknowledged work for sustainable development. From the interviews, it was found how the teachers interpreted the conception the schools´ surrounding world, what relations the schools had with the surrounding world and how that affected the schools´ work for sustainable development. The surrounding world was interpreted as both the close and immediate neighborhood but also in a wider perspective as other countries. The schools had mostly contacts with the close-by immediate surroundings. The school situated in the urban environment had more access the culture of the city and the school situated near nature used the forest and water more often. The schools had a few national and international contacts. The relationships with surrounding world changed over time and with age of the pupils. Personal contacts and interest helped to establish contacts. The teachers see the school as an integral part of the society. The relations with the surrounding world seem to have a positive impact on education for sustainable development. The learning became concrete, varied and the pupils view themselves as a part of something larger. Ecological, social and economic perspective could be identified in the schools relations with surrounding world. According to the self-evaluations the schools had more contacts to the surrounding world than to the society. / Syftet med uppsatsen var att undersöka relationer mellan skola och omvärld och hur de påverkar skolornas arbete för hållbar utveckling. Sex pedagoger intervjuades och en kvantitativ sammanställning av pedagogers självvärdering gjordes. Skolorna valdes utifrån sitt uttalade arbete för hållbar utveckling. Intervjuerna undersökte hur pedagogerna tolkade begreppet skolans omvärld, vilka omvärldskontakter man hade och hur de påverkade lärande för hållbar utveckling. Omvärlden tolkades som skolans omedelbara närhet men även i ett vidare perspektiv. Skolorna hade flest kontakter med den närliggande omvärlden. Eventuellt kunde skolan placerad i en urban miljö utnyttja stadens kultur mer och den andra skolan placerad nära naturen utnyttjade skog och vatten mer. Nationella och enstaka internationella kontakter förekom. Kontakterna varierade över tid och förändrades med elevernas ålder. Personligt nätverk och internet var framgångsfaktorer för att skapa kontakter. Pedagogerna såg skolan som en del av samhället (det integrerade perspektivet). Genom omvärldskontakter blev lärandet för hållbar utveckling konkret, varierat och eleverna såg sig själva som en del av något större. Ekologiskt, socialt och ekonomiskt perspektiv urskiljdes i skolornas omvärldskontakter. Enligt skolornas självvärdering fanns fler kontakter med omvärlden än med samhället.

Face à l'uniformisation marchande du monde, aux épreuves de synthèses technologiques et industrielles, aux discrédits de la nature méthodiquement consentis, à l'asservissement machinique de notre sensibilité, l'homme apparaît, comme les artefacts qu'il a créés, semblable à une entité idéalisée et artificielle, inadaptée à son milieu. Comment ré-envisager alors nos modalités de créativité et de générativité au-delà du paradigme humaniste finissant, par-delà cette crise multiple de la pensée et de l'identité, de l'espace et de la représentation ? La conversion des principes métaphysiques et substantialistes nous oriente auprès de sentirs transindividuels, vers un devenir non humain de l'être-par-delà-le-sujet. Penser les valences entre intelligibilité et sensibilité, les médiances entre être technique et naturel, les transjections entre entendement et imagination suppose de reconsidérer la nature de l'être au-delà de ses forces de détermination, dans la puissance de sa vulnérabilité. Cet essai d'esthétique sur la créativité spatiale contemporaine s'attache à établir à l'aune de la révolution numérique une poïétique géosensible, transverse et trilogique, qui questionne conjointement les processus actuels de création artistique, de conception architecturale et de conceptualisation philosophique. Il s'accorde à penser l'acte créatif à partir du concept de dispositif géosensible, application spatiale du devenir-frémissant et de ses modalités que sont les fragmentations, les micro-hétérogénéisations et les fluences. / Faced with the mercantile globalisation of the world, the processes of technological and industrial syntheses, the discreditation of nature which has been methodologically consented to, and the mechanical subservience of our sensibilities, human beings appear, like the artefacts they have created, like idealised and artificial entities, ill-adapted to their surrounding world.How can we then re-envisage our creative and generative modalities beyond the humanist paradigm which is drawing to an end, outside this multiple crisis of identity and thought, and of space and representation. The conversion of metaphysical and substantialist principles orients us towards transindividual feelings for a post-human becoming of the being-outside-the-subject. Thinking the valencies between intelligibility and sensibility, the mediancies between technical and natural being, the transjections between comprehension and imagination, postulates reconsidering the nature of the being beyond its powers of determination, in the strength of its vulnerability.This essay on the aesthetics of contemporary spatial creativity seeks to establish, in light of the digital revolution, a geosensible poïetics, transversal and trilogical, which conjointly questions the current processes of artistic creation, architectural conception, and philosophical conceptualisation. It seeks to think the creative act from the point of view of the concept of the geosensible device, a spatial application of a becoming-trembling, and of its modalities which are fragmentations, micro-heterogenisations, and fluences.