Open on-line course – Civic Ecology: Reclaiming Broken Places – Registration now open

CivicEcology2018

In September the Cornell Open On-line Course “Civic Ecology: Reclaiming Broken Places” will run again. Participants of this online course explore the people, places, and practices that restore nature and revitalize neighborhoods. Colleague and environmental educator Marianne Krasny and her team at Cornell University have been running this course successfully for a few years now and the topic is more timely then ever. The content connects with a some excellent publications which Krasny and her team have put together recently and published with Cornell University Press. Including – just out – Grassroots to Global: the broader impact of civic ecology More info and Urban Environmental Education Review (edited by Krasny and Russ). More info!

Course Dates: Sept 18 – Nov 5, 2018
Register: Registration Form

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“Sustainability” in higher education: from doublethink and newspeak to critical thinking and meaningful learning

Orwel

In times of systemic global dysfunction, post-truth, alternative facts, cultivated doubt and the erosion of meaning, I found it useful to turn back, once again, to George Orwell’s infamous “1984”.  Well over 10 years ago, in 2004, I co-authored a paper on the danger of ‘doublespeak’ and ‘Newspeak’ in relation to the integration of sustainability in higher education. Back then this was an emerging trend, nowadays, it sometimes signifies a transition in education but more often little more than rethoric and green gloss. For me this is a good reason to re-introduce this paper here with Orwell’s cautionary tale but also with some ideas about how to move forward responsibly. Below an excerpt from the paper which you can find here in its totality:  Jickling and Wals Orwell’s Cautionary Tale

Wals, A.E.J. & Jickling, B. (2002). “Sustainability” in Higher Education from doublethink and newspeak to critical thinking and meaningful learning. Higher Education Policy, vol. 15, 121-131.  SustinHEOrwellsCautionaryTale

“Sustainability talk can, when used by advocates with radically different ideas about what should be sustained, mask central issues under the false pretense of a shared understanding, set of values and common vision of the future.

However, critical thought depends on transcendent elements in ordinary language, the words and ideas that reveal assumptions and worldviews, and the tools to mediate
differences between contesting value systems. And worse still, sustainability talk can
lead us in the direction of Orwell’s (1989) famously satirical notion of “doublethink”
whereby ordinary citizens can increasingly hold in their minds contradictory meanings
for the same term and accept them both (Orwell, 1989, p. 223).

The power of universal discourse in reducing meaning to a minimum is such that, as in “1984”, antagonistic concepts can be conjoined in a single phrase (“war is peace”, “peace is war”) or concept (i.e. “sustainable growth”) (Jickling, 2001). Big Brother’s “Newspeak” was designated not to extend but to diminish the range of thought, and this purpose was
indirectly assisted by cutting down the choice of words to a minimum (Orwell, 1989,
p. 313).

In Newspeak concepts capable of opposing, contradicting or transcending
the status quo were liquidated. As a result of this devaluation of language the people
in “1984” found themselves in a state of linguistic dysfunction which was exactly
what Big Brother wanted (Jickling, 2001).

Seen this way sustainability tends to blur the very distinctions required to evaluate an issue thoughtfully. When comparing the sustaining of ecological processes with the sustaining of consumerism we immediately see inconsistencies and incompatibilities of values, yet many people, conditioned to think that sustainability is inherently good, will promote both at the same time.”

New book – Sustainability Science: Key issues

 

 

SustScienceSustainability Science Key Issues Edited by Ariane König (Université du Luxembourg, Luxembourg) and Jerome Ravetz (Oxford University, UK) is a comprehensive textbook for undergraduates and postgraduates from any disciplinary background studying the theory and practice of sustainability science. Each chapter takes a critical and reflective stance on a key issue of sustainability from contributors with diverse disciplinary perspectives such as economics, physics, agronomy and ecology. This is the ideal book for students and researchers engaged in problem and project based learning in sustainability science.

I co-authored Chapter 2 with Michael A Peters titled: Flowers of resistance: Citizen science, ecological democracy and the transgressive education paradigm. Here’s a short intro to our joint effort. “When democracy can be hijacked, power corrupts and capitalism penetrates deeply into society, including into our schools, what prospects still exist for education for a more sustainable world? Democracy is painfully slow and open to manipulation: the question must be asked whether it is up to the task in the new global environment where action is through agreement of interest-based states. And yet in a post-truth world there are important issues that yoke science as empirical truth with democracy that we might christen ecological democracy which provides the warrant and justification for civil action, and demonstrates the new power of citizen science groups that can act autonomously in the interest of their local communities. In this paper we seek comfort, inspiration and support from emerging forms of ecological democracy, civic science and transgressive education.  The latter invites conflict and disruption as mechanisms to break with stubborn, unsustainable routines, that encourage people to leave their comfort zone. The resulting discomfort can be generative when it invites people to explore other options, to build new alliances or to re-think what they always thought to be normal or true. Learning on the edge of one’s comfort zones amidst a plurality of ideas, can help us interrogate and rethink the way we frame – or are made to frame – our experiences, as well as our cultural narratives and associated encultured and embodied ontological pre-dispositions.”

Full reference: Wals, A.E.J. and Peters, M.A. (2017) Flowers of Resistance: Citizen science, ecological democracy and the transgressive education paradigm König, A. & Ravetz, J. (ed.). 2017.  Sustainability Science: Key Issues.  London: Earthscan/Routledge.

Here’s the link to the book: Sustainability Science: Key Issues

(Re-)designing higher education curricula in times of systemic dysfunction: a responsible research and innovation perspective

A new paper coming out of the EnRRich network LivingKnowledge & EnRRich seems ti get a lot of attention considering the number of paper downloads within the first 10 days the paper has appeared online. This is probably because many universities are struggling to find a good way to make education more relevant, responsive, responsible and reflexive in light of global sustainability challenges.

TassoneetAl

Here is the abstract and a link to Redesigning HE (open access, freely downloadable):

There is an urgent need to address the grand sustainability challenges of our time, and to explore new and more responsible ways of operating, researching, and innovating that enable society to respond to these challenges. The emergent Responsible Research and Innovation (RRI) policy agenda can act as a catalyst towards the development of new and more responsible research and innovation efforts. Inevitably, higher education needs to be closely attuned to this need and agenda, by preparing students to engage in RRI efforts. This paper makes a first step towards guiding the embedding of RRI within higher education. It does so by bringing together academic knowledge with phronesis or practical knowledge about what should be done in an ethical, political, and practical sense. It draws on a literature review and on the reflective practices of partners in the European Commission funded project EnRRICH (Enhancing Responsible Research and Innovation through Curricula in Higher Education), as well as on interviews and case studies gathered as part of the project. The paper suggests elements, especially design principles and a competence framework, for (re)designing curricula and pedagogies to equip higher education students to be and to become responsible actors, researchers, and innovators in a complex world, and to address grand sustainability challenges. In addition, this paper proposes that contemporary higher education teaching and learning policies and strategies, especially those promoting neoliberal agendas and marketized practices, need to adopt a more responsible and responsive ethos to foster the renewal of higher education in times of systemic dysfunction.

Keywords

Higher education Responsible research and innovation Grand sustainability challenges Curricula Competence 

 

UNESCO Chairs in Education for Sustainable Development reflect on accomplishments and challenges in new report

UNESCOPub2

A new UNESCO publication containing the reflections of  a number of UNESCO Chairs who focus on an aspect of Education for Sustainable Development (ESD) has just been published as an open access report.

Michelsen G. and Wells P. J. (Editors) A Decade of Progress on Education for Sustainable Development Reflections from the UNESCO Chairs Programme. Paris: UNESCO. Freely downloadable. Download the report here!

Conclusions  from the foreword by the editors.

“The UNESCO Chairs, together with UNITWIN projects, made an active contribution to the worldwide UN Decade on Education for Sustainable Development. In particular, in the area of higher education, but also in other educational sectors, the UN Chairs have kick-started a wide variety of interesting activities, as the contributions to this volume demonstrate. Even though a number of UNESCO Chairs focusing on specific issues related to sustainable development, and to education for sustainable development, have been established in several countries over the past few years, it has unfortunately not yet been possible to anchor sustainability in the teaching that occurs in higher education – apart from individual examples, such as Sweden, where higher education institutions are legally required to promote sustainable development. UNESCO Chairs should be given the resources and opportunities to take on even greater responsibility for this area of education, as its graduates play a key role in disseminating ideas about how society should develop, and they make a significant contribution to sustainable development through science and research.

The SDGs mark an important turning point in the focus of the UNESCO Chair and UNITWIN Programme work as well as a challenge to build on their acknowledged achievements. As highlighted earlier, the SDGs place an earnest call on higher education institutions to focus their endeavours on addressing the world’s most fundamental developmental issues – not only those related to education but on all areas of human activity – from clean water and healthy living spaces, to peace building, issues of gender disparity and non-discriminatory prosperity. The challenges for the UNESCO Chairs on ESD, and indeed for all the UNITWIN Networks and Chairs across all fields of activity, is to now use their power of collective creative thought to find solutions to meet these challenges. The Chairs in ESD have now entered a period of consolidation and forward strategizing – a period which requires them to look beyond the theory to the practical and to pertinent problem solving. Turning theoretical knowledge into practice demands them to be at once trans-disciplinary in their implementation design worldwide, to cooperate and collaborate with the wider family of UNESCO Chairs and to urge the full embodiment of ESD into the broader research, teaching and learning higher education agenda towards 2030. The current publication provides a reference point, reflecting the past achievements of the UNESCO Chairs’ diverse areas of thematic focus during the worldwide UN Decade on Education for Sustainable Development, their outlook for the Global Action Programme (2015-2019) and beyond in the context of the Sustainable Development Goals.”

As on of the invited Chairs I wrote Chapter 2 titled Transformative Social Learning for Socio-Ecological Sustainability at the Interface of Science and Society: A Forward-looking Retrospective.

Wals, A.E.J. (2017). Transformative Social Learning for Socio-Ecological Sustainability at the Interface of Science and Society: A Forward-looking Retrospective. In: Michelsen G. and Wells P. J. (Editors) A Decade of Progress on Education for Sustainable Development Reflections from the UNESCO Chairs Programme. Paris: UNESCO, p. 18-28.

Online MSc-level Course on Education for Sustainable Development (15ECTS) starts in November at Gothenburg University

GUESD100
Last year IDPP at Gothenburg University in Sweden, with support from ECS  at Wageningen University in The Netherlands, pilotted an on-line Masters Course on ESD. The course has been designed to become the the starter course for a whole MSc-degree in ESD that is currently under construction which we hope to launch in September of 2018. This November we will run the course again, not only because the course received positive evaluations but also because we think we can do even better having had the benefit of the feedback we received from students and our own reflections.

The course is of interest if you:

  • Want to work for increased public awareness, knowledge and action competence in sustainable development and responding to the UN’s Sustainable Development Goals (SDGs);
  • Are interested in supporting learning for sustainable development among diverse groups;
  • Are involved in social movements for people, animals, and the environment, and want to learn more about the role of education in creating a more equitable, peaceful, and ecologically viable world;
  • Are a teacher/educator looking for ideas and strategies to better integrate education for sustainable development in your classrooms or in community settings.

What is the role and responsibility of education to not only respond to sustainability problems, but also to prevent them and create more sustainable futures?

This question is at the core of the web-based course in Education for Sustainable Development. In this 15 credit MSc-level Master’s course you will critically and actively explore central concepts and perspectives in the field of education for sustainable development. The course content will be related to your own interests and prior experiences. You will be among other Master students from different parts of the world with different backgrounds (e.g. environmental sciences, social sciences, economics, arts and humanities).

It is a distance course, all teaching will be carried out online. Course language is English.

More information: Info about GU-ESD100 course at Gothenburg University

Or paste  www.idpp.gu.se/ESD100 into your browser.

Alternatively send an email to Sally.Windsor@gu.se or to me: Arjen.Wals@gu.se or

Note: For most European students the course is free. Non-EU citizens likely will have to pay a tuition fee.

GothWagCombined

Unreasonable doubt, viral nonsense and the Post-truth Trump era – avoiding hopelessness and creating sustainability by default

 

BeyondUnreasonableDoubtInvite

On December 17th, one year ago, the warmest December 17th on record on The Netherlands, I gave my a second inaugural address at Wageningen University titled: Beyond unreasonable doubt –  education and learning for socio-ecological sustainability in the anthropocene  (link to the text) the address took place exactly 6 months after Donald Trump announced his candidacy for President of the USA. At that time nobody really thought he had any chance but that was then. Now that we have entered a new phase of potential depression, hopelessness, psychic numbing, withdrawal, giving up, loss of energy, it seems like the challenge of moving towards a more sustainable world has become greater than ever before which is why I am re-posting the video that Wageningen University made back then about the role of education in creating more critical, mindful, empathic and responsible citizens willing and able to turn the tide and making living lightly and equitably on the Earth the default rather than the exception.

Here is the link to the 2,5 minute video that may be more accessible than the booklet (I hope it spreads as rapidly as some of the non-sense that spreads with lightening speed these days):

Breathing sustainability