Recent work in science and technological studies has provided a clearer understanding of the way in which science functions in society and the interconnectedness among different strands of science, policy, economy and environment. It is well acknowledged that a different way of thinking is required in order to address problems facing the global community, particularly in relation to issues of risk and uncertainty, which affect humanity as a whole. However, approaches to education in science tend to perpetuate an outmoded way of thinking that is incommensurable with preparing individuals for participation and decision-making in an uncertain, complex world. Drawing on experiences of interdisciplinary dialogue and practice in a higher education context, this book illustrates how reformulating the agenda in science and technology can have a revolutionary impact on learning and teaching in the classroom at all levels. This exceptional study will interest scholars in Education, Science, Technology, and Society, and those looking to further deliberative democracy and civic participation in their students. This book is divided into two parts. Part I, The Changing Aspects and Roles of Science: Implications for a Sustainable and Democratic Society, contains the following: (1) Introduction to Part 1: Issues and Scenarios (Donald Gray, Laura Colucci-Gray and Elena Camino); (2) From Certainty to Complexity: Science and Technology in a Democratic Society (Alice Benessia); (3) Post-Normal Relationships between Science and Society: Implications for Public Engagement (Angela Guimaraes Pereira); (4) Active Citizenship, a Case Study: The Controversy of High Speed Rail in the Susa Valley (Luca Giunti and Elena Camino); and (5) Language and Science (Elena Camino and Martin Dodman with Alice Benessia). Part 2, Science and Sustainability: Implications for the Learning and Teaching Process, contains the following: (6) Introduction to Part 2: Towards a Sustainability Education (Donald Gray, Laura Colucci-Gray and Elena Camino); (7) Sustainable Education (Stephen Sterling); (8) Science Education for Sustainability: Teaching Learning Processes with Science Researchers and Trainee Teachers (Elena Camino, Giuseppe Barbiero and Daniela Marchetti); (9) Educating the Educators--Primary Teacher Education (Marta Angelotti, Anna Perazzone, Marco Davide Tonon, Fabrizio Bertolino); (10) Revealing Children's Biophilia (Giuseppe Barbiero); (11) Role-Play as a Tool for Learning and Participation in a Post-Normal Science Framework (Laura Colucci-Gray); and (12) Conclusions: Complexity, Emancipation and Empowerment (Donald Gray, Laura Colucci-Gray and Elena Camino).