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This book provides a fascinating insight into the ongoing process of self reflection in the ScienceEnvironmentHealth (SEH) community. The basic vision of a new SEH pedagogy is to establish a transdisciplinary dialogue between the three educational fields of science education, environmental education, and health education. This approach finds growing interest among science educators. Since 2014, the ESERA special interest group SEH has united both experienced and junior researchers all over Europe in a burgeoning research community.This book presents a selection of results of these vibrant activities. Systems theory has turned out to be a stimulating theoretical framework for SEH. The limits of predictability in complex living systems result in structural uncertainty for decisionmaking, and they ask for emphasising and rethinking the role of pedagogical concepts like informed citizenship and scientific literacy. They challenge crude scientific determinism in environmental and health education, which all too often ends up with students eco and health depression. Instead, SEH conceives coping with uncertainty in terms of an interplay between cognitive and affective factors. The horizon of the future remains always open. Hope must never die in a new SEH pedagogy.Chapter 3 is available open access under a Creative Commons Attribution 4.0 International License via link.springer.com.
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