Herget, MelaniePillmann, WernerTochtermann, Klaus2019-09-162019-09-162002https://dl.gi.de/handle/20.500.12116/26838Life on our planet Earth is complex. Uncountably many cycles are connected with each other, creating a system in which we are bound as well. If we change a small, but central piece of the structure, it may lead to essential changes in all other connected areas. Much damage has already been done by human interventions. In order to prevent further deterioration, it is extremely important to promote a different way of thinking, a systemic thinking, a thinking in alternatives. This old claim has gained importance through the vision Sustainable Development (BLK (Hrsg.) 1998), which is itself a reduction of complexity. But how can teachers put these demanding claims into action – in schools that are mainly characterised by strong structures (like separated subjects, lessons of 45 minutes, individual marks)? In order to find out more about the real situation at school, I accompanied three committed teachers of a German Gymnasium (high-school) who work on Education for Sustainability. I visited some of their lessons, examined their students via a questionnaire and encouraged the teachers in interviews to talk about their aims, occurring problems and proposals for improvement. This article summarises the results gained.Text/Conference Paper