This chapter first situates the paradigms of complexity and criticality in the general dis- course of ESD. It then shows how the develop- ment of these two competences is absolutely central to the school. However, there is no evi- dence that they should be taught. Some oppor- tunities are therefore identified, as well as some risks. Controversies about the compe- tence approach are also mentioned, which, in the last part of the text, leads to some perspec- tives for teacher education.